Slide 1

Edexcel Entry Level Certificate: Delivering the 2012 Entry Level Geography qualification

11OGM03/01

Aim of the session:To help teachers prepare students for delivery of the revised 2012 Edexcel Entry Level Certificate in Geography, this session will:

- Give an overview of the structure and content of the new qualification - Explore the differences between the new qualification and the legacy

Entry Level Certificate in Geography   - Explain how fieldwork forms an important part of the

qualification.          - Look at sample assessment materials                    - Address any questions

Slide 2

Entry Level Certificates (ELCs):• Subject-based qualifications for candidates who are

currently working below the level required to obtain a GCSE grade G.

• Are on the first level of the National Qualifications Framework.

• Can cover any area of learning from life skills to literacy, religious studies to retail.

• Develops skills from KS3, including practical skills.• 100% teacher assessed (externally moderated).• Are flexible courses that benefit candidates of any age• Can be delivered alongside GCSE in the classroom (co-

teaching).

What are ELCs? (Entry Level Certificates)

Benefits of an ELC course

Edexcel qualifications in Geography allow the opportunity to develop: −graphical and cartographical skills −technological skills, including ICT and GIS −interpersonal skills through debate and discussion −literacy and numeracy −problem solving skills −decision-making skills

Specifically the Edexcel ELC in Geography:- allows you to set short-term goals and clear learning objectives - creates flexibility for learners and your centre and allows the opportunity for:

−shared ownership of the route through the course −regular assessment of progress and development −the celebration of success −individual short-term target setting. allows centres to choose their own exemplars /specialisims

Looking at the specification

Slide 5

This is the legacy specification...the revised is very similar but has been ‘refreshed’

The 2012 specification maintains the overall structure and content

from the legacy specification

What is the taught structure of the new specification (2012)?

Unit 1: Physical Environments:

(1) Rivers, (2) Coasts, (3) Earthquakes and

volcanoes, and (4) Tropical rainforests Unit 2: Human

Environments:(5) Population, (6) Cities, (7) Urban transport, and

(8) Work

Unit 3: Global issues:(9) Climate change, (10)

Energy, (11) Water supply, (12) Tourism, (13) Development,

(14) Trade and aid, (15) Farming and (16)

Manufacturing

Overall structure

See the Specification in the download area of this

training session

Detailed content: Unit 1 & 2

Slide 7

The specification is laid out clearly,

with three Key ideas for each Topic (Unit 1 &

2).

A list of key terms is also

included at the end of each Topic

Unit 3 details

Slide 8

For Unit 3 there is one teacher-devised Research

Task from the 7 Topics. See example (“Example Topic

Test”) in the dowloads

Each Topic has 2 x Key ideas in Unit 3

Summary of assessment

The Fieldwork Study can be linked to any topic in

Unit 1 and Unit 2.

Overall there are eight Topic Tests from Unit 1 and Unit 2. These are provided by Edexcel.Students need to only do three tests

Topic Tests are 25 minutes and can be

redone

Research Task Assessment

(Unit 3) Refer to pages 28-30 in the

Specification. Can take a variety of

formats, e.g. role-play,

leaflets, posters etc.

The Fieldwork Study

Slide 11

Based on any one Topic from Unit 1 or Unit 2. Examples of

fieldwork opportunities are included within the

specification

The majority of Fieldwork Study report should be

word processed and include at least one digital

image, digital map or GIS map.

A focus / aims / key Qs are important to give structure

Planning and organising your fieldwork

Fieldwork must be based on actually going-out into the

‘field’ and collecting first-

hand data.

Group-work is the most likely situation. Fine!

“Field” can be in the school-grounds, but vastly preferable to

offer alternative location. Same as

GCSE.

A Model of good fieldwork experience - ‘burger Bun’?

Pre fieldwork preparation- staff and students

Post fieldwork experience

Virtual fieldwork to familiarise (video / pictures)

Use of maps to locate

Asking relevant questions: how, why, when etcRelating

classroom experience to fieldwork content

Linking fieldwork to other ELC topics

Write-up of work for the Fieldwork Study

Fieldwork experience

Making decisions, i.e. developing solutions

Using GIS

There are a variety of options available – additional GIS

support is available from the Edexcel website

Fieldwork assessment

There are 5 assessment criteria, giving a total of

25 marks

Summary of assessmentYou are required to enter marks on the Record Sheet.

Note the weighting of ‘Topic Tasks’

Summary of assessment

A student working at Entry Level 3 is approaching the standard

required for a GCSE Grade G. See specification pages 31-32

You can now link your total marks (90)

In summary

• The new September 2012 specification remains broadly similar to the legacy specification in terms of content and structure.

• The ELC in Geography tries to encourage flexible learning and independent learning as well as delivery through a co-teaching approach.

• The qualification remains 100% teacher assessed (externally moderated). There is no terminal examination.

• Fieldwork remains important; there is a choice • Additional support for the ELC: Geography Advisor and

Geography Communitieswww.edexcel.com/Subjects/Geography/Pages/Default.aspx