Transcript SUMMARY OF ASSESSMENT This specification is divided into a

WJEC GCSE Geography A
Developing a Fieldwork Enquiry for 2015
Theme
Generic task for the fieldwork Enquiry in 2015
1
An investigation into factors that affect the formation
of river landform(s)
4
An investigation of push-pull factors that produce
urban to rural migration.
6
An investigation into patterns of quality of life in one
urban area.
7
An investigation into the effects of coastal retreat on
people.
8
An investigation into factors that create variations in
weather/climate in a local area.
9
An investigation of a woodland ecosystem.
10
An investigation into the impacts of tourism.
11
An investigation into the spatial patterns of retailing
in a specified area.
Dos and don’ts
• When planning the fieldtrip, carefully
consider the range of techniques and
technologies available to your
candidates. You want them to have as
wide a range as possible. Similarly,
consider the data they will collect and
how they will be able to present it.
Again, you want them to have as wide a
range as possible.
• The Field Studies Council will offer
advice on primary data collection later.
• Do consider giving all of your
candidates some secondary data in
a research folder.
• Do not over-burden your candidates
with too much supporting secondary
data, or material that is too complex
eg information taken from complex
professional or scientific documents.
Do allow candidates the opportunity to be
independent:
1. Posing enquiry questions to be
investigated
2. Deciding on sampling methods and
strategies
3. Adding their own questions to
questionnaires
4. Selecting the data they want to
process
5. Selecting presentational techniques
6. Posing questions that could be asked
in further studies
Controlled Assessment – WJEC Geography spec A
Improving marks for APPLICATION
(AO2) in the Fieldwork Enquiry
Geographical
concepts?
Links to
case
studies?
Have you thought about why you
are doing this enquiry?
 What is the concept or theory
that underpins the enquiry?
 What do you expect to find?
 Is there going to be a
predictable pattern or trend?
How do you know?
Have you already taught your
students about the wider
geographical ideas / concepts /
theories that underpin your
enquiry?
What kind of evidence of AO2 will I be
looking for when I mark the work?
At higher levels the candidate is able to...
 make links between the place studied and
other locations
 apply their K & U of the specific place
studied in the Fieldwork Enquiry to their
wider geographical K & U of geographical
ideas / concepts / theories / models /
issues
 contextualise their findings to pose wider
geographical questions
Preparing candidates for AO2 in the
Fieldwork Enquiry
What are the aims of the task? Have all the teachers in
the centre discussed the wider geographical concepts
that underpin the task when it was being developed.
Have you taught the ‘big ideas’ (using a different context)
before you took the candidates out to collect data?
Have you reminded the candidates to address these ‘big
ideas’?
 On any student hand-outs eg ones that suggest a
structure for the report
 During the research phase when candidates are
selecting the relevant data
Create a structure that provides
opportunities for students to access
AO2 marks
Introduction 1. Which big ideas were
we testing?
Methodology
2. What did we find?
Results
Conclusion 3. How do we explain
these results?
Evaluation
4. How does this compare
to our big ideas?
5. How reliable and valid is
our work?
Controlled Assessment – WJEC Geography spec A
Improving marks for SKILLS (AO3)
in the Fieldwork Enquiry
How do I
identify
relevant
questions?
How should
I refine
and process
the data?
Improving opportunities for
better AO3 marks
 Do candidates have any choice about
data collection techniques and
technologies?
 Do they have the opportunity to select
the data?
 Do they have the opportunity to identify
geographical questions?
 Does the data allow a variety of
presentation techniques to be used?