Cambridge Pre-U Geography 9768 GA Conference Manchester 2016

Cambridge Pre-U Geography (9768) GA Conference Manchester 2016

Peter Price • • • HOD Charterhouse since 2008 Teaching Pre-U since 2009 CGeog Chair GA ISSIG Committee (from this Conference) My personal views; I’m not speaking for my school or CIE

Principles of the Geography syllabus • Subject is concerned with the interaction of people with their environment • Importance of maintaining a clear and strong physical geography component • Flexibility, opening up choices for teachers, to reflect the interests and resources of Geography departments • Ability to avoid repetition with KS 3 & KS 4 topics • Introduction of some new topics • Topical and contemporary content throughout • More opportunities for extended writing • Need to develop enquiry skills

Principles of the Geography syllabus (2) • Authentic ‘stretch and challenge’ o Genuine synopticity, i. e. just teach the Geography o Greater discrimination at the top end o D 1 & D 2 are benchmarked grades rather than statistical hurdles • Parity of outcome with all GCE grades • No ‘tied’ textbooks – blessing or curse? Opportunity to develop broad-based independent learning • I read far more when preparing Pre-U courses than I did when preparing A Level teaching • NO COMPULSORY CORE • NO PROJECT • A syllabus NOT a specification

Assessment • The Cambridge Pre-U Certificate in Geography is assessed through four compulsory components • The assessment is linear and takes place at the end of the 2 year course; a single grade is awarded for the qualification • Results: Distinction, Merit and Pass are published for each component. • Experienced examiners familiar with A Level standards • Criterion referenced • Track record – 6 years of consistent, high quality assessment

Charterhouse Programme of Study Term Physical Human 1 The Atmospheric Environment Spatial Inequality and Poverty Issues 2 Hot Arid and Semi-arid Environments Health Issues 3 Mocks then Paper 4 4 Hydrological Hazards Trade, Debt and Aid 5 Meteorological Hazards The Provision of Food 6 Revision and exams

Paper 1: Global Environments (assessed on one from Section A and one from Section B) Section A • Hot arid and semi-arid environments • Glacial and periglacial environments • Coastal environments Section B • Tropical environments • Temperate environments • The atmospheric environment

Paper 1: Global Environments • Paper divided into 2 sections, with 3 topics in each • 1 question is set on each of the topics but with a choice of two extended writing questions for each topic • Candidates answer questions on two topics; 1 from each section • Semi-structured questions (4/6/15) to assess physical geography core principles • 15 mark mini-essays assessed using a Generic Mark Scheme

Paper 2: Global Themes (assessed on one from Section A and one from Section B) Section A • Migration and urban change • Trade, debt and aid • People, place and conflicts Section B • Energy and mineral resources • The provision of food • Tourism spaces Marina Barrage, Singapore

Paper 2: Global Themes • Paper divided into 2 sections, with 3 topics in each • 2 questions are set on each of the topics • Candidates answer 2 questions; 1 from each section • 25 mark essays assessed using a Generic Mark Scheme

Paper 3: Geographical Issues (assessed on two from Section A and two from Section B) Section A • Tectonic hazards • Meteorological hazards • Hydrological hazards Section B • Crime issues • Health issues • Spatial inequality and poverty issues

Paper 3: Geographical Issues • The paper is divided into 3 sections • Candidates answer 5 questions: Section A 2 structured questions from 3 Physical topics Section B 2 structured questions from 3 Human topics Section C 1 extended writing question from 3 (synoptic) • Sections A & B = structured questions (2/4/5/9) • Section C = a 25 mark essay assessed using a GMS

Paper 4: Research Topic One of three prescribed topics each year for a research investigation involving fieldwork. For examination in 2016 the topics are: Small-scale ecosystems Managing rural environments Fluvial geomorphology Topics for examination in 2016– 18 are published in the 2016 Syllabus, then subsequently on CIE’s public website.

Paper 4: Research Topic • • The paper is divided into 3 sections; candidates choose the section based on their (pre-released) Research Topic Candidates answer 3 questions: Q. 1 = stimulus-response-based structured questions (2/4/6/8) on the broad research topic Q. 2 = stimulus-response-based structured question (5) and an extended writing question (10) on the broad research topic Q. 3 = one 15 mark extended writing question (from a choice of two) on the candidate’s own fieldwork investigation (Levels marked)

Scheme of Assessment

Charterhouse Programme of Study Term Physical Human 1 The Atmospheric Environment Spatial Inequality and Poverty Issues 2 Hot Arid and Semi-arid Environments Health Issues 3 Mocks then Paper 4 4 Hydrological Hazards Trade, Debt and Aid 5 Meteorological Hazards The Provision of Food 6 Revision and exams

Support from CIE & schools • Essential materials available online (Syllabus, Teacher Guide, SAMs, past papers) • Principal Examiner Reports for each examination session • INSET sessions • Interim Assessment • Example Candidate Responses • Teacher Guide • Informal support from existing Centres, including: – – Academy Girls’ day Boys’ Boarding Co-ed Boarding

Support Interim Assessment • • • A full set of mock papers for all subjects Available singly or in combination Sat at a time of the Centre’s choosing Internally assessed Cambridge offers an external moderation and report service focussing on Distinction, Merit and Pass achievement

Support Example Candidate Responses Cambridge provide scripts and sample responses selected to exemplify levels of response for Distinction, Merit and Pass.

Support Teacher Guide • A detailed, chronological, annotation of the syllabus • Some indication of the depth of coverage expected for each topic • Links between specified content and suggested teaching and learning throughout, giving examples that could be used for study • Additional resources, topic by topic • Guidance on teaching time • Practical advice on a range of issues

Summary • Track record – 6 years of consistent, high quality assessment • Challenging contemporary content (for teachers and pupils) • Academic liberation of open-ended content (syllabus) v more prescribed GCE content (specification) • Bridging the gap to Higher Education; numbers up • Small so personal contacts with CIE (excellent access to examiners and Product Manager) • Support of committed fellow Centres • Evolving (syllabus has a 3 year life) – get involved in shaping the qualification • NO PROJECT

Contacting Cambridge • info@cie. org. uk • For more information about future courses please go to the training events calendar at www. cie. org. uk • pp@charterhouse. org. uk