2015Geography Cluster Groups

Terms 1/2

National Percentages : Geography 2014

Comments: Most commonly dropped external is Population (1.2) Most likely internal to gain credits is CGI (1.6) Over 1/5 of students gaining Excellence in the internals

National Percentages: Geography 2014

Comments: Most commonly dropped external is Development (2.3) Low numbers doing 2.8 (GIS) but good success rate Internal with lowest success rate is research (2.5)

National Percentages: Geography 2014

Comments: Not a lot of difference in external numbers but would seem most only doing 2. Natural processes smallest, lowest ‘pass’ rate Slow pickup of 3.3 (Event) – only about half trying it Tiny number doing 3.8 at level 3 Most successful internal is 3.6 (CGI)

Common queries:

•Contemporary Geographic Issues no longer current. What are other schools doing?

•Geographic research – how much data is needed and what kinds of data count?

CGIsFrom National Moderator’s Newsletter

AS1.6

2.6 Viewpoints relating to the issue (from the Clarifications)The aspect relating to the viewpoints is more complex than in previous standards. Different viewpoints must be fully explained; this can be views of individuals or groups, 2 or 3 would be sufficient. Specific evidence must be used in the answer and for Excellence students must incorporate beliefs, values and/or perspectives, geographic terminology and concepts.A new aspect is the explanation of how viewpoints relating to this issue change over time. Students need to cover both why the viewpoint might change and how it would change. The approach to this particular aspect will be determined by the issue selected. If the issue is in its very early stages and viewpoints show no evidence of change, students could examine factors that may result in change or which groups/individuals are likely to change their viewpoint; in this sense they will be providing a hypothetical answer.The focus of understanding is that viewpoints can and do change over time for a variety of reasons

Evaluate courses of actionThe evaluation of the different courses of action is less prescriptive than in the previous standard. Both strengths and weaknesses of the three options must be explained, but it is not mandatory to give two strengths and weaknesses for each option.

A recommendationA recommended course of action must be provided and justified with reasons. The recommendation should develop ideas beyond those given in the evaluation. To achieve with Excellence a fully justified recommendation must include a demonstration of why the chosen recommendation is better than any other alternative. Students can be instructed to refer to each of the courses of action evaluated.

AS2.6

Moderator feedback related to Geo Research

Geographic research Level 1:•Students should be given the aim, it should be clearly stated at beginning of report•Include a map to show spatial nature of the research•One geographic concept needs to be included in the findings•The conclusion needs to relate back to the aim•The evaluation does not need detailed descriptions of both strengths and weaknesses. There is no requirement to suggest improvements. But it must focus on aspects of the research process. •ie SCAFFOLD carefully

4. Primary data must be collected from the field. The collection of data may be done individually or in a group. The collection of data must include a combination of the following methods: mapping, observing, measuring, précis sketching, photographing, surveying, using questionnaires, interviewing, accessing secondary sources. 5. Ways of presenting data must include a combination of: maps, graphs, tables, photographs, sketches and diagrams.

From standard AS91011 (1.5)

From standard AS91244 (2.5)

4. Primary data must be collected from the field. The collection of data may be done individually or in a group. The collection of data must include a combination of the following methods: observing, measuring, précis sketching, photographing, surveying, using questionnaires, interviewing, accessing secondary sources. The data must be presented using a combination of visuals such as graphs, maps, tables, photographs, or diagrams, following appropriate conventions.

From standard AS91430 (3.5)

5. Data includes primary and secondary data.•Primary data is collected from the field. The collection of data may be done individually or by a group. The collection of primary data includes a combination of the following methods: observing, measuring, précis sketching, photographing, surveying, using questionnaires, interviewing.•Secondary data may also be included but the main focus of the research is on the primary data collected.

Global Studies:

•The biggest issue we are having with the global is that students provide "all they know" about the topic, but do not use this evidence to address the standard. Teachers and students need to understand that the selected topic is merely the vehicle that is used to demonstrate the geographic understandings and concepts that underpin the standard. Big picture-patterns-interactions-cause and effect, consequences, spatial and/or temporal characteristics etc.

Additional Moderator feedback

When considering course structure be mindful of those standards that contribute to UE literacy and numeracy (as opposed to NCEA literacy)

LITERACYStudents need 5 reading and 5 writing credits from selected level 2 and level 3 standards. Those on offer in geography are: 3.1, 3.2, 3.4 (both R and W)3.3 and 3.6 (R only)2.1 and 2.3 (R and W)

NUMERACYStudents require 10 numeracy credits from selected standards level 1 or higher.Those on offer in geography are:1.4 - Skills1.5 - research2.5 - research2.8 - GIS3.5 - research3.8 - GIS

Check version numbers

• 1.1, 1.2, 1.3 and 1.5 are now Version 3• 1.4, 1.6, 1.7 and 1.8 are now Version 2

• All Level 2 standards now Version 2

• Level 3 standards still Version 1

Charging for Fieldtrips

• Ministry of Education Circular 2013-6• http://www.education.govt.nz/ministry-of-educ

ation/publications/education-circulars/2013-circulars/circular-2013-06-payments-by-parents-of-students/

• Activities provided as part of curriculum delivery may not be charged for.

• It is reasonable to request parents to pay a donation towards the travel costs which are connected with such activities as geography and biology and outdoor education programmes, provided that staff have made every effort to minimise costs by ensuring that the activities are held as close to the school as possible.

Scholarship• Jean McCann has just published an ebook to help with the theme

of Agriculture for 2015• Details: The online book is designed for teachers as well as

scholarship students to use as a class or individually. The book is a compilation of resources both from the author’s own collection as well as from the internet including articles, PowerPoints and YouTube videos. All sources are acknowledged and links given. There are three parts: the Introduction to Geography Scholarship, Scholarship skills and a section with many topics on Agriculture.

• Cost $60• AGTA/University of Akd Workshops• – 10 June - Agric Histories (3 Revolutions) - - 2

Sept – Agric Issues • - 28 Oct – Agric Futures

BOGT News• Schools urged to join BOGT – our professional body!

Lobbies on our behalf• EG Group of 4 teachers meeting with Ministry of Ed officials

late May to look at discrepancies with wording in certain standards and parity with other subjects in terms of credit value.

• EG Lobbying NZQA to look at issues around PEPs• Geography Awareness week – either Week 8 or 10 this

term. TBC• Geography Olympiad Competition• Maatangi Whenua competition – Term 3• Research competition – Term 3• Funding available for conferences on application• Excellence in Teaching Award

Coming up:

Geography Best Practice Workshop Auckland June 16th

SOCCON 2015 – Nelson – 28th - 30th Sept

AGTA – Teachers New to Geography – June 8th 4-5.30pm, St Cuthberts Schol workshops x3 (in conjunction with Akd Uni) How to teach Geo Scholarship – June 24th 4-6pm St Cuthberts Teaching Differences in Development – Term 3 TBC