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…)