GCSE Geography: A Review Of Summer 2018

2y ago
137 Views
2 Downloads
1.66 MB
40 Pages
Last View : 12d ago
Last Download : 2m ago
Upload by : Tripp Mcmullen
Transcription

GCSE Geography: A review of Summer 2018Hannah RoweCurriculum Support Manager, GeographyCopyright AQA and its licensors. All rights reserved.Follow us on Twitter @AQACPD

Presentation Overview Data: entries, grade boundaries Overall performance of component papers based on the examiner’s reports Features of the design of the assessment and review process Themes where students performed well Themes where students didn’t perform as well How do teachers improve students’ performance on these themes?

GCSE Geography at AQAGCSE156,317 entries2,500 centres65% of overall entries(243,977)Increased AQA entries by approx. 35,000 compared to 2017AQA growth of 24% from 2017Number of students entered for GCSE Geography up approx.13,500 on 20173Copyright AQA and its licensors. All rights reserved.

Grade boundaries: GCSE Geography (8035)Subject orpaperGeography8035Cumulative% for AQAcentres4MaxmarkSummer 2018 grade boundaries (raw t AQA and its licensors. All rights reserved.6498

Grade boundaries: GCSE Geography (8035)Subject orpaperGeography8035MaxmarkSummer 2018 grade boundaries (raw % for AQAcentres24MaxmarkCumulative% national56498Summer 2018 grade boundaries (raw mark)987620.9Copyright AQA and its licensors. All rights reserved.546232197.8

Grade boundaries: GCSE Geography (8035)Subject orpaperGeography8035Cumulative% for AQAcentres MaxmarkSummer 2018 grade boundaries (raw mark)98765432125218316314412510789654219246498The cumulative % of students achieving each grade at the judgementalboundary is maintained year on year and is requirement that awardingorganisations must adhere to as result of Ofqual regulations.The process takes into account the previous attainment of the cohortwhere we have KS2 dataThis is done so as to not disadvantage students year on yearWe call this comparable outcomes6Copyright AQA and its licensors. All rights reserved.

Grade boundaries: GCSE Geography (8035)Paper 1Subject orpaperGeography8035/1Maxmark88Summer 2018 grade boundaries (raw 416Paper 2Subject orpaperGeography8035/2Maxmark88Summer 2018 grade boundaries (raw mark)962855748641535Paper 3Subject orpaperGeography8035/37Maxmark76Summer 2018 grade boundaries (raw mark)956850745640Copyright AQA and its licensors. All rights reserved.535

Feedback from teachers ‘The exams were challenging but fair’ ‘Seemed to be comparable to the SAMs’ ‘The pre-release section of the new Paper 3 seemed to be very successful,students seemed to really like it and engage with it’ ‘Wording of questions on Paper 3 were better than the SAMs’ ‘In some cases, less able students really struggled to access parts of thepaper’ ‘Timing was tight across the papers’8Copyright AQA and its licensors. All rights reserved.

Chief and Lead Examiner’s Comments“The quality of many of the answers was indicative of effective teaching of thenew specification.”“Schools should be commended on the way they have encouraged allstudents to engage with the paper and on the amount and variety of contentthey have clearly taught.”“It was clear that in the majority of cases students appeared to have beeneffectively prepared for the examination and were comfortable with the prerelease material”9Copyright AQA and its licensors. All rights reserved.

Features of the design of the assessment and reviewprocess How do we award grade boundaries? What happens now the exams have been sat? Do AQA make changes to assessment in light of outcomes from pastseries?

Marking and AwardingStandardisation1Lead Examiner and Assistant Principal Examiners mark andscrutinise a range of scripts, to set the standard and find responsesat wide mark range. These responses are then used to make anynecessary adjustments to the markschemes2Assistant Principals work through the mark scheme with their TeamLeaders and the selected scripts their team of examiners will use.Team leaders then go through their own standardisation3Examiners complete standardisation, to ensure their marking is inline with the standard set by the Lead Examiner by working throughmarking of the scripts selected.How do we create effective assessment?11Copyright AQA and its licensors. All rights reserved.

Marking and AwardingAwardingAwarding occurs after standardisation, once marking is completed.Grade boundaries are set by assessing the standard of student work atjudgemental boundaries.This process is driven by statistical analysis of student outcomes and takesinto account prior attainment of the cohort as well as expert judgement ofthe Senior Examining Team.GCSE Geography is a reformed qualification for 2018; the final grade isbased on marks from all papers.Boundary setting is overseen by Ofqual.How Grade Boundaries are awarded at AQA12Copyright AQA and its licensors. All rights reserved.

Post Results – what happens next?Question Paper ReviewDuring the Autumn Term, a detailed analysis of the performance of thequestion papers takes place (using quantitative and qualitative data).This process allows us to look at the performance at an item (question),component (paper) and subject level in order to discuss the reasons forpatterns that appear in the data. It is particularly useful to see where somequestions proved to be effective at assessing students, and also to look atareas for consideration in future series.There is also opportunity here to put forward any feedback received fromteachers in relation to question papers.This is also an opportunity for the Senior Team to discuss how thisinfluences the future series.13Copyright AQA and its licensors. All rights reserved.

Overall performance of component papers based on theexaminer’s reports

An overview of the 2018 summer seriesThings students did wellThings students could improve on Data response questions students performed well in where they were ableto engage with data Good range of locations chosen toexemplify case study requirements Students generally performed well onmultiple choice questions Student engagement with the issueevaluation, making decisions andresponding to evaluative commands15Basic skills were an issue for many studentssuch as some map work, identifying majorcontinents/oceans and compass directions Difficulties in carrying out mathematicalcalculations (eg mean, median). Students alsolost marks when rounding Making full use of figures, particularly whenevaluating photographs There were wide variations in studentsexperience of fieldwork which had a significantimpact on their outcome in Paper 3, Section BCopyright AQA and its licensors. All rights reserved.

An overview of the 2018 summer seriesThings students did wellThings students could improve on Data response questions students performed well in where they were ableto engage with data Good range of locations chosen toexemplify case study requirements Students formed well on multiplechoice questions Difficulties in carrying out mathematicalcalculations (eg mean, median). Students alsolost marks when rounding Making full use of figures, particularlywhen evaluating photographs – studentsdid this quite poorlyStudent engagement with the issueevaluation, making decisions andresponding to evaluative commands 16Basic skills were an issue for many studentssuch as some map work, identifying majorcontinents/oceans and compass directionsThere were wide variations in studentsexperience of fieldwork which had asignificant impact on their outcomeCopyright AQA and its licensors. All rights reserved.

Improving student performance 8025/1: Challenges in the Physical Environment qn 02.6 & 02.7– Making full use of stimulus, focusing on photographs 8025/3: Geographical Applications qn 03.2– Student engagement with the Issue Evaluation 8025/3: Geographical Applications qn 05.2– Justifying data presentation techniques17Copyright AQA and its licensors. All rights reserved.

8025/1: Challenges in the Physical Environment qn 02.6 &02.7“Making full use of figures, particularly when evaluating photographs” 1 mark2marks14.5%7.6% 18A common theme throughout the series wasthat students struggled to make full use ofphotographs as figuresStudents were often better at manipulatingmore complex resource, but failed to do thiswith photographsWeaker candidates often proved to be betterat this, as they referred to something theycould see even at a basic levelCopyright AQA and its licensors. All rights reserved.% L2 % L35210

8025/1: Challenges in the Physical Environment qn 02.6 &02.7“Making full use of figures, particularly when evaluating photographs” Responses to this question showedhow students can access L2 & 3 byseveral different routesSome of the best responses madeeffective use of a case study (eventhough not asked for)Linking economic development withthe impacts of deforestationFewer students recognised thescarred landscape as a result of soilerosionWeaker students were often able toidentify an economic advantage butnot necessarily linked enough to thefigure. 19% L2 % L35210AO2 – 3 marksAO4 – 3 marksCopyright AQA and its licensors. All rights reserved.

8025/1: Challenges in the Physical Environment qn02.6“In figure 8, a network of roads can be seen, linked to an opencastmine allowing for the extraction of minerals which can be sold toproduce greater tax revenue for the government: an economicadvantage. Development in Malaysia, a south east Asian country 67%covered in tropical rainforest has led to advantage as it has becomethe world’s leading exporter of tropical hardwoods and palm oil,increasing export revenue. Then year tax incentives for plantationowners also benefit these individuals economically and allow forincreased employment, having a multiplier effect of economicadvantage.In Figure 8, a large amount of soil erosion has taken place, a largecost to the environment as it greatly decreases biodiversity.Rainforests also provide 28% atmospheric O2 and so deforestation asa result of development can increase the rate of climate change by theenhanced greenhouse effect as less carbon dioxide is stored in trees(carbon sinks).”20Copyright AQA and its licensors. All rights reserved.

8025/1: Challenges in the Physical Environment qn02.6“In figure 8, a network of roads can be seen, linked to an opencast mineallowing for the extraction of minerals which can be sold to produce greater taxrevenue for the government: an economic advantage. Development inMalaysia, a south east Asian country 67% covered in tropical rainforest hasled to advantage as it has become the world’s leading exporter of tropicalhardwoods and palm oil, increasing export revenue. Then year tax incentivesfor plantation owners also benefit these individuals economically and allow forincreased employment, having a multiplier effect of economic advantage.In Figure 8, a large amount of soil erosion has taken place, a large cost to theenvironment as it greatly decreases biodiversity. Rainforests also provide 28%atmospheric O2 and so deforestation as a result of development can increatethe rate of climate change by the enhanced greenhouse effect as less carbondioxide is stored in trees (carbon sinks).”AO2 – 3 marksAO4 – 3 marks21Copyright AQA and its licensors. All rights reserved.

8025/1: Challenges in the Physical Environment qn 02.6 &02.7“Making full use of figures, particularly when evaluating photographs”1 mark2 marks14.5%7.6% AO3 – 2 marksIn this case, many students went into detailabout the general ways that ecotourism canmanage rainforests sustainably, but didn’tnecessarily do this in reference to the figure– For this type of question (AO3) no credit canbe given for general detail that cannot beinferred from the photo22 Students can practice making directreferences to figures (indirect reference tofigures can sometimes be difficult forexaminers to credit) Looking at images that require them to applyknowledge of places/concepts/theoryCopyright AQA and its licensors. All rights reserved.

Questions?

8025/3: Geographical Applications: General ThemesIssue Evaluation (using the pre-release materials) Students who were familiar with the pre-release engaged with the resourcesreally well The best students when asked to make a decision about the proposal madefull use of the variety of resources in the booklet It was clear that some students were not familiar with the resources at all andthis had a severe impact on their ability to access the questions in the bestway23Copyright AQA and its licensors. All rights reserved.

8025/3: Geographical Applications: General ThemesFieldwork Fieldwork experiences were wide and varied Where students had been prepared really well by their teacher, they wereable to address questions about their own fieldwork really well There were many occasions where students simply described what they didrather than explaining WHY they did it – this is the biggest change tofieldwork compared to controlled assessment (see next slide) Students were also not able on many occasions to write their titles Some students did not understand the different strands of the enquiry (eg thedifferent between methods and data presentation)24Copyright AQA and its licensors. All rights reserved.

Fieldwork focused questionsTip #1. Fieldwork: Why and how?Do make sure that, when you’re reviewing fieldwork for both physical and humangeography, you’re able to address key themes such as: - why did you look into that particular geographical issue? - why were the methods you used appropriate? - why was it better to present your data the way that you did? - what did your results tell you about your investigation? - if you were to make changes to your investigation, how would thesechanges have an impact on your overall conclusion?It’s important that you’re able to consider these types of questions and not just beable to say where you went and what you did.25Copyright AQA and its licensors. All rights reserved.

8025/3: Geographical Applications qn 03.2 –Lead examiners comments‘Student engagement with the issue evaluation, making decisions and responding to evaluativecommands’% L2 % L3568“Very few students failed to attempt this question or scored zero marks. It wasevident that the majority of students had been well prepared for this part ofthe examination and virtually all students showed that they understood theissue being considered. The quality of answers was largely determined by howeffectively the points within the resources had been developed or linked in orderto construct a discussion which supported the chosen position.”26Copyright AQA and its licensors. All rights reserved.

8025/3: Geographical Applications qn 03.2 –Lead examiners comments‘Student engagement with the issue evaluation, making decisions and responding to evaluativecommands’% L2 % L3568AO3 – 6 marksAO4 – 3 marks The best students made full use of the resource, and didn’t just rely inthe final decision page of the pre-release.– Encourage students to refer to all aspects of the booklet and select the appropriateinformation Cost-benefit analysis when used logically proved to be an effective way toevidence the chosen decisionStudents should be careful not to make a decision and evidence by usinginformation that contradicts their initial decision– Highlights the importance of using appropriate information from the resourcebooklet27Copyright AQA and its licensors. All rights reserved.

8025/3: Geographical Applications qn 05.2 –Lead examiners comments“There were wide variations in students experience of fieldwork which had a significant impacton their outcome”“Virtually all students were able to identify a primary data collection method, but asignificant number did not appear to understand the command “justify” andsimply went on to describe the method, consequently not addressing the aim ofthe question.Those students who did understand the need to justify the method generallyproduced sound answers with clearly identified links to the original title of thefieldwork enquiry. A small number of students ignored the instruction “one” andlisted a number of methods with limited justification. This approach was generallyself-limiting.”3 marks15%28Copyright AQA and its licensors. All rights reserved.

8025/3: Geographical Applications qn 05.3 –Lead examiners comments“There were wide variations in students experience of fieldwork which had a significant impacton their outcome”% L2 % L3284AO3 – 6 marks“A significant majority of students failed to address the instruction “datapresentation technique” and moved into discussions about a data collectiontechnique, which was clearly inappropriate. In many cases these responses offeredconsiderable detail and insight into their identified data collection technique but wasunfortunately not at all creditworthy since they did not address the question at any point.Those students who did address the instruction as required often produced quite superficialresponses, generally not getting beyond quite basic observations without offering anyspecific reasoning linked to how the method may have aided interpretation. A relativelysmall proportion of candidates did fully address the question by considering how thepresentation method may have given a clearer picture of the data or helped to identify linksbetween data or anomalies.”29Copyright AQA and its licensors. All rights reserved.

8025/3: Geographical Applications qn 05.3“I represented the environmental survey (survey from -3 to 3) on aradar graph. As a result, this clearly allowed me to visualise theenvironment of the area where the larger the area, the better theenvironment. As a result it was extemely (sic) easy to see that theenvironment in X and the CBD were significantly better than the stateof the environment at Y. I could then also calculate a mean from eachsite which was easy to read off the graph where the mean for X andCBD were both 2.71 out of 3, whereas the inner city Y area was 1.71/3. Without using the radar graph the information was very hard tocompare effectively with each other site due to there being 7 elementsof the environmental survey, therefore as a result it is much easier toplot all of the data and compare the area of the graph, rather thaneach individual value, making a more clear judgement for me to use inmy evaluation of the fieldwork”AO3 – 6 marksCopyright AQA and its licensors. All rights reserved.

8025/3: Geographical Applications qn 05.3“I represented the environmental survey (survey from -3 to 3) on a radargraph. As a result, this clearly allowed me to visualise the environment ofthe area where the larger the area, the better the environment. As a result itwas extemely (sic) easy to see that the environment in X and the CBDwere significantly better than the state of the environment at Y. I couldthen also calculate a mean from each site which was easy to read off thegraph where the mean for X and CBD were both 2.71 out of 3, whereas theinner city Y area was -1.71/3. Without using the radar graph the informationwas very hard to compare effectively with each other site due to therebeing 7 elements of the environmental survey, therefore as a result it is mucheasier to plot all of the data and compare the area of the graph, rather thaneach individual value, making a more clear judgement for me to use in myevaluation of the fieldwork”AO3 – 6 marksCopyright AQA and its licensors. All rights reserved.

Questions?

Other themes emerging from the summer papers Student performance on 9 mark questions:– Making accurate and effective use of case study information Understanding the requirements of responding to questions that test AO2 &AO3Copyright AQA and its licensors. All rights reserved.

8025/2: Challenges in the Human Environment qn 01.7 It is a requirement of thespecification that stu

9 8 7 6 5 4 3 2 1 Geography 8035 252 183 163 144 125 107 89 65 42 19 Cumulative % for AQA centres 24 64 98 Grade boundaries: GCSE Geography (8035) The cumulative % of students achieving each grade at the judgemental boundary is maintained year on year and is requirement that awarding orga

Related Documents:

GCSE (9-1) Geography Geography for all Discover our new qualifications for 2016 Look out for Pearson’s published resources too! GCSE (9-1) Geography A Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Geography A (1GA0) Getting Started Guide Getting Started Guide GCSE (9-1) Geography B Pearson Edexcel Level 1/Level 2 G

GCSE Computer Science - OCR GCSE Geography - AQA GCSE History - AQA GCSE Triple Science [Biology, Chemistry & Physics] - AQA. Computer Science OCR GCSE For More Information Contact: Mrs Roche at the Academy. This GCSE specification encourages candidates to explore how

17 GCSE Geography 18 GCSE History 19 GCSE Mathematics 20 Modern Languages: GCSE French GCSE German GCSE Spanish . January 2019 Dear Student In September 2019, you will begin your General Certificate of Secondary Education (GCSE) courses which . Externally Set Assignment makes

GCSE 9-1 Geography Edexcel B Practice Paper Paper 2 UK Geographical Issues geography GCSE -1 CEL B. 1 Paper 2 UK Geographical Issues GCSE 91 Geography Edexcel Oxford University Press 2018 This may be reproduced for cla

Portland Place School Geography Department GCSE Geography - AQA A Specification Structure of the course: Unit 1: Physical Geography (written paper – 1 hour 30 minutes – 75 marks – 37.5% of overall GCSE grade) Unit 2: Human Physical Geography (written paper – 1 hour 30 minutes – 7

14 GCSE Maths in a Week (Foundation) GCSE MATHS EXAM STRUCTURE Your GCSE Maths (Foundation) examination is comprised ofthree sections: Paper 1: Non-Calculator 1 hour and 30 minutes 33.3% of GCSE Marks out of 80 Paper 2: Calculator 1 hour and 30 minutes 33.3% of GCSE Marks out of 80 Paper 3: Calculator 1 hour and 30 minutes 33.3% of GCSE Marks .

Specifications for GCSE Physics include the physics and How Science Works content from GCSE Science and GCSE Additional Science. In addition, they include further extension topics in physics. Taken together, GCSE Biology, GCSE Chemistry and GCSE Physics cover the entire science Programm

SHAPING A BETTER WORLD SINCE 1845. VIRTUAL OPEN DAYS 10 –12 SEPTEMBER 2020 . Average 6B (1A in profile) at GCSE or average BBB at AS-level . PPE 1A 6B at GCSE or BBB at AS-level 1A 6B at GCSE or BBB at AS-level MEng GCSE - 6B GCSE - 6B Midwifery GCSE - 5B including Maths and Science GCSE - 5B inc