New Geography A Levels from Martin Evans, University of Manchester

Transcription

1 New Geography A Levels from 2016 Martin Evans, University of Manchester

2 How did we get to here?

3 Smith Report June 2013 A-Level Reform Timeline Public Consultation Autumn 2013 Geography Referred to ALCAB ALCAB Report June 2014 Public Consultation Draft Content Criteria July 2014 Final Content Criteria Dec Draft Specifications with OFQUAL Summer 2015 Final Specifications approved 2016 for first teaching in September

4 ALCAB A Level Content Advisory Board (ALCAB) Geography Panel advised DfE on revised content and worked with DfE writer to produce draft and final content Panel of 12 including representatives of the Royal Geographical Society and the Geographical Association, a practising teacher and academics from Russell Group and non- Russell Group universities

5 A level content views from the Geographical Community Embedded Skills Fieldwork GIS/Big Data/spatial data Progression from GCSE More Choice Teachers Suitable for a diversity of learners Contemporary and Engaging Independent Research People-Environment Processes Rigour in Physical Geography Balance of Physical and Human Academics Modern Geography Local Content Less Choice Sense of Discipline Numeracy Based on scoping with all Heads of Geography departments, GA and RGS facilitated Focus Groups with teachers and teacher feedback session at the 2014 GA conference

6 Principles A challenging and engaging content which is suitable preparation for further study in Geography Clear progression from GCSE geography o o Thematic progression Conceptual progression A balance of Human and Physical Geography with a focus on process understanding. o People-Environment topics drawing equally on human and physical geography. Recognition that A/AS level can t cover everything but that it should offer appropriate depth of study.

7 Principles Recognition of the central role that fieldwork plays in Geography and that fieldwork skills and understanding are best assessed by non-exam assessment. A qualification relevant and accessible to a diversity of learners. Evolution not revolution

8 ALCAB recommended 60% core content why? In order to provide a core conceptual and thematic knowledge to support learning in Higher Education As a way to introduce new ideas from contemporary geographical thought in to the curriculum So that the remaining 40% content selected by Awarding Bodies allows the best of the current curriculum to be retained.

9 DFE content criteria Core (60%) Four topics plus skills and (compulsory) fieldwork Independent Study 40% Awarding Body selected material Balanced Human/Physical Embedded skills Concepts Systems, thresholds, feedback, equilibrium, inequality, representation, identity, globalisation, interdependence, sustainability, mitigation and adaptation, resilience.

10 Global Systems, Global Governance One of International trade, development, and migration; and one of governance of the global commons, human rights/geopolitics, sovereignty and territorial integrity Changing Place, Changing Places One of demographic/cultural characteristics, economic change, food production and consumption; and one of place making, representing place, and lived experience of place. Landscape Systems One of Drylands, Glacial Landscapes, and Coastal Landscapes. Water and Carbon Cycles Core Content Understanding water and carbon cycling through a systems framework at a range of scales. Involves understanding of a range of processes familiar from existing material such as catchment hydrology, weather and climate but also new material on carbon sequestration and release.

11 Implications for Geographical Education Progression o Hopefully progression is now better defined, conceptually and thematically. HE needs to take note of the changes to ensure continued progression An Updated Curriculum o o o Re-engagement of academic geography with the examination process. Formal Links through ALCAB on ice and so it is up to the Geographical community to continue this engagement. Need to for the whole geographical community to engage with the challenge of delivering the new specifications. An opportunity to develop new links between schools and HE.

12 Implications in Schools Knowledge o Stronger progression GCSE to A level in terms of concepts and new material o Changing Place Changing Places material more of a challenge for teachers trained pre 1990 (ish) o Elements of the carbon cycle may be new. Practice o How to deliver materials on Big Data and Spatial Data o How to manage individual investigations and fieldwork

13 Implications for HE Changes for HE in terms of preparation o More unified core o Stronger basis in process and conceptual understanding o Less rivers, more carbon cycle o Stronger grounding in social and cultural ideas and approaches o All students will have field experience in human and physical geography o Stronger preparation for independent study

14 Implications for the discipline Need for CPD o Core recommendation of ALCAB was for government support for CPD o In the absence of support the introduction of the new specifications is a critical challenge and opportunity for the geographical community.

15 Practical curriculum making the challenge of crafting excellent A levels. Spirit, intent and transmission through the paper trail Developing Community Resources CPD events and opportunities to share Make these your A levels The three stages of A level Reform..Groan.Terror..Excitement?

16 GA/RGS e.g. Resources Geography Review/Teaching Geography etc Commercial CPD e.g. Hodder University Led CPD events Exam Boards FSC fieldwork and GIS

17 Conclusions Successful implementation of the new curriculum is going to require input from all parts of the geographical community. The centrality and value of RGS and GA New A-Levels include new content relevant to our changing world and address disciplinary concerns. It is down to us to ensure that they inspire a new generation of geographers. Geography Matters (climate change, identity migration, sovereignty, drought, flooding )