Ofqual has published its decision report on fieldwork for 2022 Decisions on arrangements for non-exam assessment and fieldwork requirements for students entering qualifications in 2022 - GOV.UK (www.gov.uk) Please read both the summary and the decision for fieldwork. The focus of the specification is to develop an enthusiasm for and competence in geography by using contemporary real-world contexts, from a range of specified spatial scales, and through engagement with and practical application of geographical skills and techniques in the field. This course draws on both physical and human geography, explores people-environment interactions and encourages development of fieldwork at the local level to enable learners to pose enquiry questions.

Ofqual has published its decision report on fieldwork for 2022 Decisions on arrangements for non-exam assessment and fieldwork requirements for students entering qualifications in 2022 - GOV.UK (www.gov.uk) Please read both the summary and the decision for fieldwork. creatively, for example, by posing questions that relate to geographical processes and concepts that include questioning about spatial pattern and geographical change To get a sense of where the exam board comes from, the Assessment and Qualification Alliance (AQA) board was created in 2000 following a whole series of mergers of exam boards. Today it is one of the largest exam boards in the UK. In the past, parliament has debated whether GCSE courses ought to be graded as modular or linear subjects. The Eduqas GCSE Geography A develops an enquiry approach to the study of geographical information, issues and concepts. It is based on the principle that geographical education should enable learners to become critical and reflective thinkers by engaging them actively in the enquiry process. Content is organised around key questions and learners should develop the ability to pose geographical questions of their own. Fieldwork is an essential aspect of geographical education and of this qualification. It is placed at the heart of this specification and teachers should embed fieldwork within any programme of study that they create. Learners should consolidate and extend their understanding of geographical concepts learned in the classroom by engaging with enquiries conducted outside of the classroom and school grounds. Furthermore, they should be challenged to apply what they have learned through specific fieldwork in local contexts to the wider context of UK geography.develop as critical and reflective learners, able to articulate opinions, suggest relevant new ideas and provide evidenced argument in a range of situations. scientifically by collecting and recording appropriate evidence from a range of sources, including fieldwork, before critically assessing the validity of this evidence and synthesising their findings to reach evidenced conclusions that relate to the initial aim of their enquiry develop an in-depth understanding of the selected core and non-core processes in physical and human geography at a range of temporal and spatial scales, and of the concepts which illuminate their significance in a range of locational contexts apply geographical knowledge, understanding, skills and approaches in a rigorous way to a range of geographical questions and issues, including those identified in fieldwork, recognising both the contributions and limitations of geography

For Eduqas GCSE Geography qualifications this means students will not be assessed on their own fieldwork in Component 3, but they will still be assessed on ‘unfamiliar’ fieldwork. This means that the final questions on students own fieldwork in Part A and Part B of Component 3 will be removed.WJEC (Eduqas) encourages centres to undertake fieldwork with students wherever possible and practical. This will support learners’ understanding of the enquiry process and help to develop a range of fieldwork and geographical skills which may still be subject to assessment. These fieldwork experiences could involve data collection in the field and/or remotely and/or via the use of virtual fieldwork methods. For Eduqas AS Geography this means students will not be assessed on their own fieldwork in Section B of Component 2, but they will still be assessed on ‘unfamiliar’ fieldwork. As a result, questions 4 and 5 will be removed from the examination paper. Build your knowledge. You’re now ready to revisit your learning. There are lots of different ways of revising. You need to choose one that works for you. Take a look at the revision techniques we’ve put together and choose one that will work for you. Evaluate The course covers the required subject content at an appropriate level of rigour and challenge for a GCE A level qualification. The content is organised into the required core and non-core themes. The non-core content is presented as one compulsory theme and a series of optional themes based on contemporary issues in geography. These non-core themes allow for rigour and in-depth treatment and also provide flexibility for teachers to select themes to develop a course of study suited both to their interests and circumstances. The specialised concepts and geographical skills (quantitative and qualitative skills and approaches) as noted below in the aims and objectives are embedded in the core and non-core content. The Eduqas A level in Geography requires learners to:

enhancing competence in a range of intellectual and communication skills, including the formulation of arguments, that include elements of synthesis and evaluation of material. Direct access to our subject specialists who are on hand to give guidance and advice, with no call centres.GCSE Geography revision. It’s a piece of CAKE. At the very least it can be made easier! These four simple steps will help prepare you for GCSE Geography exam success: become confident and competent in selecting, using and evaluating a range of quantitative and qualitative skills and approaches, (including observing, collecting and analysing geo-located data) and applying them as an integral part of their studies broadening and deepening understanding of locational contexts, including greater awareness of the importance of scale and the concept of global At A level, the NEA is retained. Primary and secondary data collection should be included in the students’ investigation. It is acceptable for primary data to be collected without “going into the field”, students can make use of technology to collect data by remote means. In this context, the “field” can include desk-based studies if there is an element of primary data collection. A balance between primary and secondary data has not been defined for past cohorts and this remains the same for 2022. Coastal Environments CPD – Erosional Erosion, Coastal Management, Deposition and Fieldwork on the Holderness Coast