ABOUT THIS COURSE
This new course looks at strategies specifically aimed at improving Grade 4 – 5 student learning, exam performance and overall achievement levels in AQA GCSE Geography.
In all GCSE Geography groups there will be widespread differentiation. This course will demonstrate a range of approaches, methods and techniques specifically designed to enhance Grade 4 – 5 student learning and application whilst at the same time make these fitting to work in a wide-ranging GCSE group.
All three examination papers and the fieldwork and skills requirements will be addressed.
BENEFITS OF ATTENDING
- Find out more about strengths and weaknesses of Grade 4-5 candidates’ performances on all three papers.
- Increase understanding of how to incorporate skills and how they are assessed in the classroom.
- Take away strategies for developing candidates’ understanding of and ability to successfully approach examination questions.
- Gain an increased understanding of fieldwork requirements and approaches that enable students at Grades 4 and 5 to succeed in the examinations.
- Develop a greater understanding of how to incorporate these key skills in your teaching of the entire course.
|WHO SHOULD ATTEND?||
|IN-SCHOOL||You can also book this as an In-School Course|
10.00 – 10.30am
Evidence of the key challenges from the 2018 examinations
- Feedback on the 2018 examinations and what this tells us about student performance
- Papers 1, 2 and 3 – candidates’ strengths and weaknesses
- Assessment Objectives and candidate outcomes: how to incorporate these into your teaching effectively
10.30 – 11.30am
Dealing with content
A close examination of the specification and assessment requirements for Papers 1 and 2 to identify how to address weaknesses and ensure student progress
- Choosing and teaching the case studies for Living World, Urban Issues and Challenges, Changing Economic World. Depth of content required.
- Examples and named examples: differences between them and depth of teaching required.
- Teaching physical landscapes, importance of processes and sequence.
- The optional units in Paper 2, teaching Food, Water or Energy
11.30 – 11.45am
Discussion: coffee break
11.45 – 12.45pm
The importance of planning for marginal gains for Grade 4 to 5
- Using resources effectively for teaching and learning
- The importance of Skills
- Making judgements about geographical issues
- Developing responses to questions, thereby moving candidates towards high level responses on the 6 and 9 mark questions
12.45 – 1.45pm
Lunch and informal discussion
1.45 – 2.45pm
Paper 3 – Improving outcomes with the pre-release resources
- Techniques for teaching the Issue Evaluation, including practise activities
- Dealing with the pre-release requirements in the classroom
- Issue Evaluation strand – linking the resource to the specification for good marks
- Developing student understanding of mark scheme requirements in relation to addressing AO3: Application
2.45 – 3.00pm
Discussion: afternoon tea
3.00 – 3.45pm
Paper 3 – Improving outcomes on fieldword
- Developing strategies to deliver appropriate fieldwork enquiries with Grade 4-5 students
- Fieldwork – helping students understand and respond successfully to fieldwork set in unfamiliar contexts
- Fieldwork – teaching and learning strategies for candidates’ physical and human geography enquiries
Plenary and Depart