人事部年度招聘计划报批表

GAConference,Guildford,March2008

TheNewSixth-FormGeography

VivPointon1Theroleofthesixth-formPreparestudentsforuniversityPreparestudentsforworkThesixth-formisabridge…2Changes…September2008:NewAScourses14-19DiplomasCambridgePre-USeptember2009:NewA2coursesNewGCSEs3ReasonsforAlevelchangeReductioninexamtimeReductionfromsixtofourassessmentunitsRemovalofcourseworkStretchandchallengeDifferentiation4ConsequencesofAlevelchangeLessanddifferentcontentNocourseworkpersebut…QuestionsonfieldworkFewermodulesNewA*grade5ThenewAlevels:contentHazardsClimatechangeMeteorologyRivers&coastsHot&coldenvironmentsSomeecologyUrbanstudiesGlobalisationDevelopmentPopulation&migration6ThenewAlevels:contentNewerthemes:ConflictInequalityFoodsupplyHealthEnergyPollution7ThenewAlevels:schools’perspectiveFamiliartopicscanrecycleoldnotesandhandoutsschemesofworkcanbetweakedSomerefreshinglynewideasopportunitytoupdatematerialscanintroducenewtopicsWidechoiceofspecificationfromrathertraditionaltoradicallynew8Contentcontinuumtraditional innovativeOCRAQA Edexcel CCEA WJEC9Comparisonofcontent:ThedevelopmentgapCCEAAS:Studentsshouldbeabletoidentifyandexplainregionalcontrastsindevelopment(with)onecasestudyatthenationalscalewhichdemonstratesdistinctregionalvariationsindevelopment.[inAShumangeographyunit]OCRA2:Towhatextentisthedevelopmentgapincreasingordecreasing?[inoptionondevelopmentandinequalities]Recommendsstudyofcountriesatdifferentstagesonthedevelopmentcontinuum.WJECA2:Whatisthedevelopmentgap?Whathinderstheclosingofthedevelopmentgap?Whattypesofstrategiesexistforreducingthedevelopmentgapandhoweffectivearethesestrategies?[inoptionondevelopment]AQAA2:TheconceptoftheNorth/Southdivide,anditsrelationshiptothedevelopmentcontinuum.[inoptionondevelopmentandglobalisation]EdexcelA2:Wholetopicon‘‘Bridgingthedevelopmentgap’––causes,consequences,andreduction.10ThenewAlevels:HEperspectiveInphysicalgeography:willfindlittlenewlearningpossiblylessbasicgeomorphologyandscientificanalysisInhumangeography:willfindaspectsofculturalturngreaterawarenessofissuesbetterpreparation11ThenewAlevels:assessmentSomeverytraditionalstylesandsomenewapproachesIssuesanalysisorDMEpapersNocourseworkbutfieldworkrequired(byQCA)atbothASandA2FieldworkquestionsarelikelytobepredictableandanswerslearnedLimitedresearchopportunities12ThenewAlevels:assessmentAQACCEEDXOCRWJECompulsoryASquestionssomemostsomenoneallCompulsoryA2questionssomesomesomenonesomeMultiplechoicexxxxDataresponsequestionsShortmarkquestions(1or2marks)fewxLongermarkquestions(c.10marks)Decision-makingorissueanalysisxIndividualresearch–fieldbasedIndividualresearch–secondarydataxopt.xNumberofessays(30minutesormore)1dme2+44Pre-releaseinformationxx13Assessmentcontinuumstraight-forwardchallengingOCRAQAEdexcelCCEAWJEC14ThenewAlevels:assessmentSchools’perspective:continuingorgreaterteachingtotheexamquestionsmayrequirenarrowerrangeofskillsHEperspective:studentsmaybelesspreparedforindependentlearningfewerresearchskillslessunderstandingofreferencing15Comparisonofassessment:coastsWithreferencetooneormorenamedexamples,explainhowmanagementschemesincoastalareascanprovideprotectionfromcoastalprocesses.(9)OCRASWithreferencetooneormorecasestudiesofcoastalmanagement,discusswhetherthebenefitsoutweighthecosts.(15)AQAASUsingnamesexamples,examinetheenvironmentalcostsofcoastaldevelopmentsuchasthoseshowninFlorida.(10)EdexcelASWithreferencetonamedexamples,explainthewaysinwhichhumanactivitiesmightleadtoconflictsincoastalareas,andexaminewhatisbeingdonetoreducesuchconflicts.(25)OCRASWithreferencetoaregionalcasestudy,describethenatureofthehardandsoftengineeringstrategiesusedtoprotectcoastalareasandevaluatetheimpactofthesestrategiesonthehumanandphysicalenvironment.(15)CCEAA2Useexamplestoassessthesuccessofstrategiesusedtomanagetheimpactofhumanactivityonthecoastalenvironment.(25)WJECA216Decision-makingandissuesanalysisFourABsincludeDMEsorissuesanalysisassessmentThreeABsbasethisuponpre-releaseddataCCEA:DMEwith30minutesreadingtimeinexamWJEC:DMEresourcefolderreleasedc.6weeksbeforeexamAQA:IssueEvaluationadvanceinformationreleased2½monthsbeforeexam+moreinexamEdexcel:IssueAnalysisadvancedinformationreleased4weeksbeforeexam+moreinexamOCR:NoDMEorsimilar-simpleresource-basedskillsquestionsinexam17Fieldwork&skillsassessmentTherearepredictablequestionsinall:aims&hypothesesdatacollectionmethodssamplingmethodsdatapresentationtechniquesdataanalysistechniquesEdexcel,OCR&WJECprobablyrequireless–couldgetawaywithtwodaysAQA&CCEAmostsolidlyexaminedinbothAS&A2butcouldgetawaywithonegoodweekoffieldworkOCRismostbasic:fieldworkonlyreallyneededforA2Edexcelmaybemostchallenging:90-minutequestionbaseduponownresearchAQA&CCEAaremostthoroughintestingskillsCCEArequiressubmissionoffieldreport&datatablewithexam18Alevel:stretchandchallengeA*willdifferentiatetopcandidatesSummer2007:EdexcelA33.1%OCRA29.8%AQAB29.6%AQAA28.6%WJEC27.2%CCEA26.0%EdexcelB22.8%19Alevel:stretchandchallengeAQA,Edexcel,andCCEAaddressthisindiscretesectionsintheirspecificationsWJECreferstoitsdemandsinfiveseparateplacesOCRhasonereferencebutflagsupopportunitiesinitssupportmaterial.CCEA:“Thiswillbeachievedby:usingavarietyofcommandwords,forexampleanalyse,evaluate,discuss,compare,toelicitafullrangeofresponsetypestheuseofcasestudiestheuseofopen-endedquestionstheuseofresourcematerials”AQAadd:““connectivitybetweensectionsofquestions””and“extendedwriting”Edexceladd:““developmentofsynopticassessmenttoincludearesearchcomponent””20Alevel:stretchandchallengeOCR:saythatUnitContent“givesaminimumlistoftopics/conceptsthatcanbeexpectedtobestudiedinthetimeavailable.Thesetopics/conceptsarenotexclusiveandcentresareencouragedtogobeyondthisminimumtoenablecandidatestobettermeettheneedsof‘‘stretchandchallenge’.””WJECsay:InA2““thedecision-making/problem-solving/issues-evaluationexercisesrequirecandidatestodrawtogetherrelevantknowledge,understandingandskillsofthespecificationtotackleadecision,problemorissuethatisnewtothem.Thefinalquestionwillprovide‘stretchandchallenge’.”21AlternativestoAS/AlevelInternationalBaccalaureateCambridgePre-UDiplomaWelshBacc14-19DiplomasGNVQs,etc.22InternationalBaccalaureate“achallengingtwo-yearcurriculum”CompulsoryelementsGeographyisoneofninesubjectsinGroup323CambridgePre-UIntendedtobemoreacademicallyrigorousLinearcourseGeographyisoneof22subjectsCandidateschoosethreeprincipalsubjectsParallelcourseonGlobalPerspectivesusedtodeliverthinkingskillsandresearchskillsIndependentresearchreportcompletesDiplomaWorkingtowardsfullQCAaccreditationCambridgePre-U24Pre-UGeographyCanbetakenasastand-alonecertificateGeographicalIssues(40%)hydrologicalandtectonichazards,weathercrime,spatialinequality,health&diseaseGlobalEnvironments(20%)arid&semi-arid,glacial&periglacial,coastaltropical,temperate,atmosphericGlobalThemes(20%)migration&urbanchange,trade,aid&debt,workfood,tourism,energy&mineralresourcesResearchTopic(20%)oneofthreeprescribedtopicsCambridgePre-U25WelshBaccalaureateConsistsofthreeparts:TheCore-consistingoffourcomponents:KeySkillsWales,EuropeandtheWorldWork-relatedEducationPersonalandSocialEducation.Optionsselectedfromexistingcoursesorprogrammes––GCSE,VGCSE,AS/Alevels,AVCE,NVQ,orBTECAnindividualinvestigationOfferedatAdvanced,IntermediateandFoundationlevels2614-19DiplomasFromSeptember2008:InformationTechnologySociety,Health&DevelopmentEngineeringCreative&MediaConstruction&theBuiltEnvironmentFromSeptember2009:Environmental&Land-BasedStudiesManufacturing&ProductDesignHair&BeautyStudiesBusinessAdministration&FinanceHospitalityFromSeptember2010:Travel&TourismPublicServ