New Geography A Levels from 2016

Martin Evans, University of Manchester

How did we get to here?

A-Level Reform Timeline Public Consultation

Geography Referred to ALCAB Smith

Report June 2013

Autumn 2013

ALCAB Report June 2014

Draft Content Criteria July 2014

Public Consultation

Final Content Criteria Dec. 2014

Draft Specifications with OFQUAL Summer 2015

Final Specifications approved 2016 for first teaching in September

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

Teachers Academics

Fieldwork

Processes

Balance of Physical and Human

Less Choice

Sense of Discipline

More Choice Rigour in Physical Geography

Progression from GCSE

Embedded Skills

Contemporary and Engaging

Modern Geography

Independent Research

People-Environment

Suitable for a diversity of learners

Local Content

GIS/Big Data/spatial data

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

A level content – views from the Geographical Community

Principles

• A challenging and engaging content which is suitable preparation for further study in Geography

• Clear progression from GCSE geography o Thematic progression

o 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.

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

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.

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.

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

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.

Core Content

Implications for Geographical Education

• Progression o Hopefully 11-19 progression is now better defined, conceptually and

thematically. HE needs to take note of the changes to ensure continued

progression

• An Updated Curriculum o Re-engagement of academic geography with the examination process.

o Formal Links through ALCAB on ice and so it is up to the Geographical

community to continue this engagement.

o 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.

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

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

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.

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?

Resources • GA/RGS e.g.

http://tinyurl.com/j3wh2tt

• Geography Review/Teaching

Geography etc

• Commercial CPD – e.g. Hodder

• University Led CPD events

• Exam Boards

• FSC fieldwork and GIS

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…)