GEOGRAPHY CLUSTER GROUP

Jane EvansGeography FacilitatorTeam solutions

Contact ListPlease ensure your name is on the e mail contact list so you get my newsletters etc.

Add other colleagues you know wish to be included that are not here

MY CONTRACT1. Dealing on an individual basis with HOF in our prescribed in-depth schools to ensure student achievement in the selected groups

2. Running workshops for Middle leaders to help them meet the needs of diverse learners

3. Running cluster groups like this to ensure on-going support for teachers in the long term.

What it does not is:I cannot work with individual teachers or middle managers on a personal basis

BUTI can answer your questions at cluster groups/ workshops or via e mail!

Please get in touch at any timeJane.evans@auckland.ac.nz

AGENDA FOR TODAYNew Material in GeographyIssues in GeographyResourcesLevel 3 AlignmentUseful ActivitiesFuture workshops

New Material In Geography

This looks more closely at differences perceptions and perspectives

Also the 19 Maori Terms are here:

Also upgrade to the Concepts page

Changes also to the NCEA page

The Level 3 Clarifications are now here

Only One Skills list

And latest version of the Assessment Specifications for 2013 externals

Most problems are slowly being weeded out but not all:Be careful of the TKI exemplars for the 2.5 research

Standard states:

Conduct geographic research with guidance involves:identifying the aim of the researchplanning the researchcollecting and recording data relevant to the aim of the researchpresenting, using the correct conventions, a combination of spatial, statistical, and visual dataexplaining findings incorporating the relevance of geographic conceptsproviding a conclusion(s) that relates to the aim of the researchproviding an evaluation of the research that describes the strength(s) and/or weakness(es) of the research process and how this affects the validity of the research findings.

Most problems are slowly being weeded out but not all:Be careful of the TKI exemplars for the 2.5 research

Standard states:

Conduct geographic research with guidance involves:identifying the aim of the researchplanning the researchcollecting and recording data relevant to the aim of the researchpresenting, using the correct conventions, a combination of spatial, statistical, and visual dataexplaining findings incorporating the relevance of geographic conceptsproviding a conclusion(s) that relates to the aim of the researchproviding an evaluation of the research that describes the strength(s) and/or weakness(es) of the research process and how this affects the validity of the research findings.

This is what the exemplar states:In this activity you will:

identify the aim of the researchshow your planning for the researchcollect and record data relevant to the aim of your researchpresenting accurately and effectively, using the correct conventions, a combination of spatial, statistical and visual dataintegrate a geographic concept(s) into the conclusionprovide reasoned explanations about the strength and/or weakness of the research and how this impacts on the validity of the findings/conclusions and also discusses ways the research could be improved.

It should state:identify the aim of the researchshow your planning for the researchcollect and record data relevant to the aim of your researchpresenting accurately and effectively, using the correct conventions, a combination of spatial, statistical and visual dataExplain findings incorporating the relevance of a geographic conceptsProviding a conclusion that relates to the aim of the researchprovide reasoned explanations about the strength and/or weakness of the research and how this impacts on the validity of the findings/conclusions and also discusses ways the research could be improved.

New Resources - AGTA

Our wiki page

The e mail for this is:

Secondarysocialscienceswikispace

With The Geo Tips :DONE:Level 3 3.1, 3.1 for TVC, 3.2 and 3.3, 3.4.General - Concepts

TO COMELevel 2 2.1, 2.3 and 2.4Level 1 1.1, 1.2 and 1.4Scholarship

Also Resources for 3.3

ISSUES IN GEOGRAPHY1. Geography compared to History

2. Credits in Geography

3. Scholarship Geography

4. Interpretation of Standards

5. Complexity of Level 1 exams

6. Need for update of standards

7. Any other?

1. Geography compared to other Social Sciences( 2012)

InternalsEXCELLENCEGEOGRAPHYHISTORYCLASSICSECONOMICSLevel 116.3%25.6%17.7%22.3%Level 216.1%26.1%24.4%18.0%Level 317.0%26.7%26.4%19.7 %External:EXCELLENCEGEOGRAPHYHISTORYCLASSICSECONOMICSLevel 16.9%12.1%18.1%9.5%Level 27.7%9.9%12.4%7.1%Level 37.9%9.2%10.7%6.5%

This is especially noticeable at Level 1 Externals (2012):

GeographyNAT NANAT ANAT MNAT E1.134.940.819.54.81.229.042.822.25.91.424.241.828.15.9HistoryNAT NANAT ANAT MNAT E1.314.939.435.89.91.414.038.132.315.61.522.343.826.87.2

2. Number of Credits in the External assessments:

SUBJECTCREDITSHistory16Classical Studies14Economics14Geography12

To Gain University Entrance of 14 credits:

SUBJECTSTANDARDSHistory3 (E6 + E6 + I4)Classical Studies3 (E6 + E4 + I6)Economics3 (E6 + E4 + I5)Geography4 (E4 + E4 + I5 + I4)

ScholarshipShould students not doing a geo course be able to do this exam?

We are out of kilter with all other subjects in that it is not aligned to our level 3 course. Why?

Are there other ways of doing this to be fair to our geo students?

Interpretation of Standards2.3 Disparities:

Use of Indicators not specified. Some regions do not use HDIWhat constitutes a natural and a cultural factor?Factors that contribute to disparities need to be the same. Not all teachers are doing this.

Complexity of Level 1 Assessments:

Level of reading involvedIntroduction of new material to interpret. Where is this in the standard?Use of concepts what is a concept? Do only the main 7 key ones count?

Need for upgrade of ASAll to be done together as a package deal!

Need to be ready.

What do you see as the problems?

My Feelings are:2.1: Get rid of interacting processes. this is too much and not part of the AOs.2.3 difficulty of what is natural and what a cultural factor?3.4 Make this worth 5/6 credits to bring into line with other subjects and give more credibility to what is the most important standard that is being dropped by many.

Level 3 AlignmentWhat are the issues?

What questions do you have relating to internals?

What questions do you have relating to the externals?

What Are the Changes: Externals3.1: Emphasis on environment as well as processes. Easier to teach only 4 possible questions. Human effects come in as appropriate.

1. How the specific natural environment is shaped by interacting natural processes (includes features)2. How the natural processes operate and interact in a geographic environment3. How the natural environment shows spatial variations as a result of interacting natural processes4. How the natural environment shows change over time (temporal variations) as a result of interacting natural processes.

3.2: Cultural process Again emphasis on the environment as well as process. Old criteria are now hidden among new such as Factors Causing change and temporal variation. Also only 4 questions.1. How does the cultural process operate as a result of interactions between elements2. How does the cultural process show spatial variation in different parts of environment(s)3. How does the cultural process change over time (cultural environments) resulting in changes in environment(s)4. What are the effects on people and the environment of the operation of the cultural process.

3.4:SkillsMore emphasis on the conceptsSkills are selected and appliedEnvironment can be one topic or theme in different parts of world.

Internals: 3.3 is new standard.

What constitutes a significant event?How to get exemplars?How to access resources?How much detail is required?How can it be assessed?Need to evaluate the impacts.

3.5: ResearchChanges in the presentation 3 types and only to MeritLack of concepts in findings but must incorporate for excellenceConclusion must relate to researchCritical Evaluation of the research process

3.6: Contemporary IssueIssue must be a problemNeed peoples values and perceptions about the issue (not the solution)Propose one solution (different to L2)Need to justify that solution by referring to alternatives

3.7: globalWhat is meant by spatial dimension?Pattern only described with geographic terminologyMust cover social AND economic significance of topic for peopleNeed to evaluate the significance. How?

3.8: GISDoes anyone do this?What are the issues?Who to look to for help?

Internal AssessmentAre there any L1 or L2 standards you struggle with?

How are you managing moderation?

How are you managing holistic marking?

Sharing of Resources:

Try to swap resources or moderation with each other.

ScholarshipHow are you approaching this?What materials are you using?Upcoming workshop in Auckland.

New Ideas In GeographySubject Based Literacy is important for us. Make sure students know the key instruction words.

Try matching the instruction word to the sentence.

DESCRIBESay WHAT occursDESCRIBE IN DETAILSay WHAT happens with elaborationEXPLAINSay WHY something happensEXPLAIN IN DETAILSay WHY something occurs with some elaborationCOMPARELooking at both the similarities and differences EXPLAIN COMPREHENSIVELYSay WHY something occurs with elaboration and use of geographic terminology and concepts.EVALUATIONWeighing up the importance/significance of one element/process/feature compared to others.

Then try to find the appropriate sentence in context with a topic that shows this

DESCRIBEThe big waves came from across the ocean and headed towards the headland where it eroded the rock to form features such as caves, arches and stacks.DESCRIBE IN DETAILThe strong prevailing winds which occur frequently in this environment approached the coastline and formed a series of parallel dunes along the backshore of the beachEXPLAINThe waves slowed down as they approached the headland because it is shallower. This made them bend and concentrate on the headland where they eroded the rock to form cavesEXPLAIN IN DETAILAs the sediment on the beach was an appropriate size the strong prevailing winds were able to pick it up and bounce it from the foreshore to the backshore of the beach in the process of saltation.EXPLAIN COMPREHENSIVELYThe velocity of the waves decreased when the waves approached the headland because as it became shallower friction occurred. This caused the waves to bend or refract and direct their energy onto the headland.EVALUATEThe process of faulting was important in shaping this environment as this lifted the headland up above sea level and until this happened wave processes could not occur. COMPAREBoth headlands were created by similar processes. However, the Northern headland is made up of hard resistant rock while the Southern headland is is softer rock resulting in different features.

Next get them to identify the connector words and highlight them:

DESCRIBEThe big waves came from across the ocean and headed towards the headland where it eroded the rock to form features such as caves, arches and stacks.DESCRIBE IN DETAILThe strong prevailing winds which occur frequently in this environment approached the coastline and formed a series of parallel dunes along the backshore of the beachEXPLAINThe waves slowed down as they approached the headland because it is shallower. This made them bend and concentrate on the headland where they eroded the rock to form cavesEXPLAIN IN DETAILAs the sediment on the beach was an appropriate size the strong prevailing winds were able to pick it up and bounce it from the foreshore to the backshore of the beach in the process of saltation.EXPLAIN COMPREHENSIVELYThe velocity of the waves decreased when the waves approached the headland because as it became shallower friction occurred. This caused the waves to bend or refract and direct their energy onto the headland.EVALUATEThe process of faulting was important in shaping this environment as this lifted the headland up above sea level and until this happened wave processes could not occur. COMPAREBoth headlands were created by similar processes. However, the Northern headland is made up of hard resistant rock while the Southern headland is is softer rock resulting in different features.

Do a list of connector words:EXPLAIN : because, as, this is the result of ..

EVALUATE: this is most important because, this is better than this becausethis has the most influence because.

JUSTIFY: I think that .., in my opinion this is .

Make students use these and identify in answers.

GEOLITERACYGEOGRAPHY IS:

1. Whats where?2 Why is it there?3. So what?

Explore these words through any topic or current issue. Get students thinking.

Future workshopsWhat do you see as the major issues you would like help with?

What format would you prefer for a workshopAfter schoolAfternoon onlyWhole Day

THANK YOU!!

Please get in touch at any time if you have any questions or issues to raise.

Meanwhile try to interact with each other and share resources between you. It is pointless us all reinventing the wheel.

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