reforming key stage 4 qualifications

http://www.geography.org.uk/aboutus/papersandresponses/

Reforming Key Stage 4 Qualifications

Consultation Response

Submission from the Geographical Association


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Name Alan Kinder, Chief ExecutiveOrganisation (if applicable) The Geographical AssociationAddress: 160 Solly Street

SheffieldS1 4BF

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Please mark the box that best describes you as a respondent.

School College Academy

Higher Education Institute

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* Subject Association Parent Student

UnionEmployer-Business Sector

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HT/TeacherAwarding Organisations

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Please Specify:

The Geographical Association (GA) is the leading subject association for teachers of geography. The GA is a charitable company limited by guarantee. Its charitable mission is to ‘further the learning and teaching of geography’. It is a teachers’ body with its roots in the academic discipline. It is long standing (est. 1893) with around 6000 memberships.


Title

1 Do you agree that the new qualifications should not be called "GCSEs"?

Agree Disagree * Not sure

Comments:

The question of the qualification name comes somewhat after the matter of qualification content. If the outcome of the review process does lead to a suite of qualifications which are significantly different to GCSEs in terms of subject content, modes of assessment and expected standards, then we consider it sensible to indicate the extent of this change through a change of name. However, since this consultation also deals with these curriculum matters, the decision over the name should be left open until it can be determined that the draft qualifications are more than simply revised GCSEs.

The GA is also mindful of the need to conserve the value of current GCSE qualifications. With over 187,000 candidates (and rising) taking Geography GCSE each year, we feel that public pronouncements on the value of this qualification need to recognise the hard work and high standards achieved by so many young people across the country. The review process should not therefore run the risk of damaging the reputation of GCSE, which in Geography remains a demanding examination of the knowledge understanding and skills of students at age 16. While the GA recognises there are problems with some aspects of the GCSE examination, merely removing it and replacing it with a new examination that is untried will not rebuild confidence and trust. This can only be achieved over a period of time with the support of all ‘stakeholders’. In this longer term, it is sense of trust in the ‘system’ rather than the name which is of importance.


2 a) Do you agree that the new qualifications should be called English Baccalaureate Certificates?

Agree Disagree * Not sure

Comments:

The response above clearly indicates that the GA regards questions of qualification content, assessment and standards to be pre-eminent over questions of qualification name.

However, the term English Baccalaureate Certificate does have some strengths. It draws on the very high regard internationally for the English educational system and standards. It also indicates the attempt to identify a suite of subjects which, taken together, provide a firm foundation for future choice, study and employment for young people. The GA certainly regards Geography as such a subject.

We are concerned that the purpose and value of every qualification is very widely understood, since each qualification represent a significant achievement on the part of a student. For this reason, the term English Baccalaureate Certificate is potentially problematic. The use of ‘English Baccalaureate’ as a school accountability measure in recent years applies only to those students who have achieved grades A*-C in GCSE for a specified suite of subjects – including Geography. Under these proposals, students could be awarded English Baccalaureate Certificates in several subjects, without reaching the required standard in all, meaning that they would not achieve what is already regarded as the ‘English Baccalaureate’. Under these circumstances, confusion would arise for students, parents, employers and wider public in particular (bringing to mind the unsatisfactory situation which prevailed under the Matriculation Certificate). The GA therefore feels that a very clear distinction be made between the school accountability measure (the ‘EBacc’ suite of subjects) and certificates in individual subjects.


2 b) If not, what alternative title should be adopted?

Comments:

The GA suggests that the characteristics of the qualification be clearly identified ahead of its name.

High expectation of performance and accurate grading

3 Do you agree with our expectations for grading structures, set out in paragraphs 5.4 to 5.5?

Agree * Disagree Not sure

Comments:

The GA welcomes the ambition to raise standards in all schools. This accords precisely with the GA’s charitable mission, which is to further the learning and teaching of geography. Furthermore, the GA supports the expectation, set out in paragraph 5.4, that the reformed qualifications identify students who are literate, numerate and with a sound understanding of the subject. The GA’s manifesto A different view (http://www.geography.org.uk/download/GA_ADVBookletFULL.pdf) sets out our view of the subject as being fundamental for everyone. We therefore recommend that EBCs also identify candidates who are geographically literate (possessing the essential knowledge, understanding and skills which enable them to live as capable citizens, aware of their own local communities within a global setting).Our chief concern is with the lack of detail within the proposals identifying subject standards. How will ‘quality’ in different subjects be identified? Paragraph 5.4 states that secure achievement in EBCs ‘would demand that a candidate was performing beyond the minimum levels which are currently required to achieve a C grade at GCSE’ but it is unclear how this will be achieved. The GA considers it essential that any examination system clearly identifies the qualities that are expected of students. These should form the basis of criteria that are communicated in a way that students, parents, employers and HEIs understand.

The GA regards the equivalence between GCSE and the grading of the proposed


new qualifications as potentially problematic. Paragraph 5.5 states that there should be no ‘danger of confusion between a grade awarded in respect of GCSEs, and one awarded in respect of EBCs’. The GA agrees that, if a new qualification is created, it needs to be distinct from previous and alternative qualifications. Equally important is the question of equivalence. Since candidates will continue to study GCSEs in other subjects, the relationship between EBC and GCSE grades will need to be transparent and straightforward. The GA notes that all qualifications sit within a national qualifications framework, so that any proposal should make clear how a new qualification relates to existing qualifications. These proposals do not currently achieve this.

One of the implications of the proposals is that, in order to gain EB certification, a candidate would need to achieve the equivalent of GCSE A*-B. Whilst the GA is ready to support teachers and schools in raising standards, we would not support an arbitrary ‘re-grading’ exercise in which students currently achieving a B grade are deemed to have achieved a lower grade. Currently, just under 50% of geography candidates achieve grades A*-B at GCSE, meaning that many thousands attain a lower standard than this. The GA recognises the hard work and effort that many candidates put into achieving GCSE grades at all levels, and would not support a qualification in which many candidates did not have their achievements recognised and rewarded. The Secretary of State has announced that the students who do not take the new examinations would be the same as those who do not take GCSEs today (i.e. a relatively small number). The GA would support a system whereby all candidates who take the new examination receive clear recognition of their level of achievement.

The GA recognises the complex relationship between the curriculum, teaching, assessment and standards. It supports the creation of a KS4 geography curriculum which is rigorous and allows stretch and challenge for the most able (as well as access to all). The GA is acutely aware of the very substantial support needed by teachers and schools (in terms of materials, guidance and professional development) required to raise standards of geography nationally. The GA regretsthat details of such support are absent from the proposals.

The GA regards the expectation that more detail be provided about students’ achievement, particularly to assist students who will retake subjects post-16, as a positive opportunity. We recognise the challenge of identifying very clear criteria to recognise the broad range of knowledge, understanding and skills developed in geography. We are very happy to play a role in developing these criteria.

But we also have concerns about this aspect of the proposals. We are concerned that students who do not reach the expected level of performance will be required to re-sit examinations at a later date. Given the size of the annual cohort, this is potentially an unsustainable expectation and creates a risk that:

- The ‘threshold’ grade becomes a very ‘high stakes’ issue for students, which leads increasing numbers of teachers to ‘teach to the test’;

- Many candidates complete 11 years of geography education but do not receive a grade i.e. a straightforward and easily-communicated assessment of their achievement for employers, further education etc.;

- Post-16 institutions and employers are required to read and understand


large quantities of qualitative information about students in lieu of a straightforward and easily-understood grade;

- Candidates entering vocational training or further education divert their attention to re-taking the examination many months after studying the subject. In some cases, their continued employment/studies might depend on their performance in such an examination.

The GA supports the expectation, outlined in paragraph 5.5, that students will perform at levels comparable to those in high-performing jurisdictions. The GA has conducted a review of the geography curriculum in the following jurisdictions:

Singapore USA (National Geography Standards, Second Edition 2012) Australia Ontario

We have identified significant difficulties with using these comparisons as the basis for defining standards of performance in geography. The first of these is that there are no internationally-recognised benchmarks for comparing the performance of students in the subject. An important issue here is that ‘geography’ is defined quite differently in various jurisdictions around the world. There are distinct ‘takes’ on the discipline, meaning that it is variously treated as a social science, humanity, spatial science or integrative subject. Furthermore, in most jurisdictions there is a significant focus on the ‘home country’ and region. This also renders meaningful international comparisons in geography difficult because questions based on common conceptual understandings are difficult to construct. Nevertheless, it might be of interest to note that, in several of these jurisdictions both the state and the teaching profession frequently look to the UK as a source of inspiration, advice and guidance on curriculum, teaching and assessment. The implication is that a thorough reflection on what is best about the UK’s education systems is as worthwhile as looking to international comparisons.


4 Do you believe that we should insist on a common grading structure for all English Baccalaureate Certificates or should we allow Awarding Organisations the freedom to innovate?

*Common Grading Structure

Freedom to innovate Other

Comments:

The GA believes that permitting innovation in grading structure would createconfusion and uncertainty about the quality of student performance. We believe that qualifications should recognise the achievements of all young people. We also believe that the standards achieved by each student should be widely understood –by the student, their teachers and parents, colleges, universities, employers and the wider public. For this reason, comparability is important.

The GA therefore regards a standardised grading structure as essential: to enable Ofqual to monitor standards effectively, and for all stakeholders to understand the value of the grading they have achieved.

No tiering

5 Do you agree that it will be possible to end tiering for the full range of subjects that we will be creating new qualifications for?

* Yes No Not Sure

Comments:

It is possible to have common papers in geography but it is necessary to recognise that this will result in significant technical assessment challenges for examiners and schools. In the past some Geography GCSE papers were common to the whole cohort and while this removed barriers to achievement in the B/C/D grade area it had the potential to cause problems for lower achieving candidates who found themselves unable to answer many questions, whilst the highest-attaining candidates were neither challenged nor identified by some sections of the same papers.

Differentiated papers in geography are advantageous because the same content can be assessed in different ways and questions can be structured to enable all candidates to demonstrate what they know understand and can do in appropriate ways. Spending time in an examination where all the questions are too difficult can lead to frustration and demotivate students. To overcome problems like this it might be necessary to employ new assessment approaches such as differential time allowances, or provide an element of additional challenge to the very highest attainers. The GA also regards this review as an opportunity to think afresh about


more creative assessment methods, which allow variety whilst ensuring comparability.

6 Are there particular approaches to examinations which might be needed to make this possible for some subjects?

* Yes No Not Sure

Comments:

Geography asks students to analyse previously unseen data in a variety of ways. Of particular importance is the use and analysis of spatial data derived from maps. Other sources of data are numerical, textual and visual. It is important these stimuli are retained within examination questions to assess candidates’ ability to critically analyse data.

It is important there are opportunities for students to respond in depth to challenge the geographical knowledge and understanding: this is characteristic of case study questions. Examiners could give these questions more weight (although that would mean fewer marks elsewhere, or a longer exam). One way to assess breadth as well as depth would be to look at testing interconnections between themes, or between places and themes: the A level paper does this, and there may be room for GCSE/EBC to do so too at an appropriate level, in order to stretch the highest achievers.

There may be other opportunities for students to respond in depth in the examination questions, for example through extended writing (although there are other methods, such as decision-making exercises in relation to geographical data, and the application of geographical knowledge through skills). However this should not be at the expense of maintaining a range of questions which test other forms of knowledge and skills and enable examiners to differentiate adequately for the whole range of ability.

Geography examination questions have usually been structured with an incline of difficulty where earlier questions are more guided and later questions are moreopen ended. In general this structure has proved successful because it enables differentiation in a number of ways and provides opportunity to include a variety of question styles within the same examination. Knowledge, understanding and skills can be identified and assessed. More open ended questions allow differentiation by outcome because candidates can answer in a variety of different ways.

There are however also known disadvantages. Guided questions can disadvantage some high performing candidates who either spend too long on less valuable questions or attempt to make their answers too complex and sophisticated. The specificity of guided questions can lead to some lower achievers underperforming because they have insufficient breadth of knowledge, understanding and skills.Open ended questions can lead to simple regurgitation of ‘all the candidate knows about the topic’, rather than the anticipated response.


In a comparison of geography and history GCSE questions conducted by QCA in 2008 it was found that while, superficially, geography questions appeared ‘easier’ because they were more structured, in reality student performance in the two subjects was largely comparable. It was also found that the content of geography examinations were less predictable so that students were required to know a wider range of content from the syllabus.

Assessed 100% by examination, or minimising reliance on internal assessment

7 a) We intend that English Baccalaureate Certificates should be assessed 100% by externally marked examinations. Do you agree?

All English mathematics

sciences history geography

languages * None

Comments:

The above response indicates that the GA feels that a Geography qualification for 16 year olds should not be assessed by external examination alone.

Analysis of examination performance shows that employing a single form of examination question advantages and/or disadvantages students because of their different learning approaches. Some students are able to prepare for examinations by using ‘photographic memory’ skills that require little understanding of the subject. Other very capable students perform poorly in the examination situation for a variety of reasons. A variety of approaches to assessment therefore increases the reliability, validity and fairness of the examination. Prioritising reliability at the expense of validity will disadvantage large numbers of students and will provide limited information about the true performance of students.

Candidates who are geographically literate have developed knowledge, understanding and skills through fieldwork. The process of geographical enquiry (collecting data, processing it, reaching conclusions and communicating findings) has been successfully assessed through controlled assessment. Assessing these experiences through a short examination would limit the validity of this assessment because there is too little time for reflection within an examination.

The GA believes it is important to trust the professionalism of teachers and to allow them to assess this work internally. While this requires moderation to ensure that standards are consistent from school to school this moderation process has an important part to play in continuing professional development. It should also be noted that, in many schools, the high control phase of geography Controlled Assessments takes place over a short, clearly-defined timeframe. As with


internally-assessed examinations, such as Art, it would be possible to monitor practise e.g. through exam moderator visits.

7 b) If not, which aspects of English, mathematics, the sciences, history, geography or language do you believe absolutely require internal assessment to fully demonstrate the skills required, and why?

Comments:

The GA welcomes the fact that the Secretary of State has, in his public announcements, acknowledged the special and important role of fieldwork in geography education. The GA regards fieldwork as an essential element of a worthwhile geographical education. Investigating and experiencing the real world first hand is a means of providing the stretch and challenge (for the most able) and access (for the least able) referred to in our earlier responses. It connects students and schools to wider communities and provides a genuine test of the enquiry skills which underpin the discipline.

Fieldwork should also be seen as a broader educational opportunity for students to investigate concrete geographical examples in real life through personal experience, bringing to life examples which they would otherwise experience only theoretically, at second hand. This is particularly valuable for those many students with relatively little direct experience of many aspects of geography, and so develops a depth of knowledge and understanding otherwise more difficult to achieve. We consider fieldwork skills are best assessed through practical activity, rather than through discrete examination questions which test the theory of fieldwork (and which thus tend to focus on knowledge, rather than knowledge, understanding and enquiry skills). The opportunity to do fieldwork should therefore be a key feature of the 14-16 curriculum, preparing students for the greater demands of A level fieldwork. The fieldwork aspect of Geography also supports in a practical way other subjects such as Biology, English and Mathematics.

Recognising and rewarding students with highly-developed fieldwork skills is therefore an important aspect of assessment in geography. The GA regards terminal written examinations as an inadequate tool for assessing the broad range of complex skills involved in fieldwork design, data collection and interpretation and fieldwork evaluation, as well as other employability skills such as teamwork, meeting deadlines and research skills. We regard local fieldwork contexts as an ideal opportunity for candidates to apply and develop their general theoretical knowledge and understanding.

The Controlled Assessment represents the latest stage in an evolutionary process which has make this part of the examination more rigorous and reliable, in that the practical activity element of the investigation is conducted in the field, and the writing up stage is carried out under exam conditions. In our view this represents the best option for challenging students to develop, use and apply a range of skills; enabling an appropriate balance between independence and control. The GA also regards controlled assessment based on fieldwork as being resistant to plagiarism.


The unique nature of each location also acts as an impediment to plagiarism between candidates from different schools. Since teachers routinely accompany candidates in the field, they are also in a position to exercise professional oversight of data collection and practical skills.

Because Controlled Assessment is conducted over a number of weeks, it also gives the opportunity for study in depth, and therefore for more challenging assessment. It has proved successful in motivating students at all levels of ability and enabling them to show what they know, understand and can do in a purposeful way. When well-managed, the controlled assessment does help students produce focused responses, whilst achieving much greater depth than a ten-minute exam question could. The same is unlikely to be true if occasional fieldwork-related questions were included within a terminal examination.

The outcomes of controlled assessment could be externally assessed if necessary. The enquiry report could be sent to an external assessor for marking with the advantage that this would free up teacher time. The GA is conscious of the fact that some teachers feel negatively about CA because, unless well-managed within the school, it can create undue workload pressures. However, many practitioners and schools DO manage CA effectively and realise its educational benefits. Marked externally, there could be a danger that an assessor would be less likely to identify plagiarism because they would not ‘know’ the context in which the fieldwork was undertaken. This would also be a very expensive approach to assessment.


Size requirement for syllabus

8 Should our expectation be that English Baccalaureate Certificates take the same amount of curriculum time as the current GCSEs? Or should schools be expected to place greater curriculum emphasis on teaching the core subjects?

*Same amount of curriculum time

Greater curriculum emphasis

Other

Comments:

The GA notes that all qualifications do have Guided Learning Hours (GLH) and that Ofqual does use these to approve qualifications (for example, by asking expert reviewers if specification content can be covered at the right standard in the guidedtime. So the matter of curriculum time requires careful consideration and a mechanism does exist to assess whether the curriculum time for a particular subject is appropriate to the content of the specification.

The GA supports the principle of a broad and balanced curriculum and acknowledge the indispensable nature of literacy and numeracy within a young person’s education. In March 2011, the GA published ‘Learning to be human and the English Baccalaureate - Geography and History’(http://www.geography.org.uk/download/GA_AUEBacSelectCommitteeEvidence.pdf) In this, we argued strongly for a rebalancing of the school curriculum. We identified the ‘relentless focus on literacy and numeracy at all key stages, the impact of which has been magnified in recent years through the inspection regime and league tables’ and suggested that this results in ‘rigid curriculum hierarchies in schools’.Since the GA does not support the idea that geography should gain curriculum time at the expense of a student’s broader educational needs, we also resist the idea that geography should be marginalised within the curriculum by a over-concentrating on maths (which is not numeracy – something that can be developed through subjects like geography) and English (which is not literacy – something that can also be developed through geography).

Having expressed concerns about the perceived value or status of GCSEs, both in the run-up to the launch of a new qualification (for all subjects) and following the launch (for non-EBC subjects) the GA recommends that great care is taken before suggesting to schools that EBCs deserve more curriculum time than GCSEs. This might increase the risk of debasing the value of the GCSE.


Examination aids

9 Which examinations aids do you consider necessary to allow students to fully demonstrate the knowledge and skills required?

Comments:

The GA recommends that the use of a resource booklet (to include quality maps to promote map and atlas skills), provided to schools at the expense of the awarding body, be considered.

Examination atlases, used extensively in examinations in the past, allow examiners to assess candidates’ abilities to execute a range of map skills, such as the use of scale, direction, latitude and longitude. They also provide the potential to assess candidates’ extensive knowledge and understanding of places and themes e.g. the characteristics of major world regions and countries; climatic, tectonic and other patterns as well as their ability to use an atlas in relation to places they had studied, and to link this place knowledge with more challenging knowledge of their physical and human geography and links with other places.

Atlases (or additional material) should include a range of forms of secondary datae.g. maps, visual data of all kinds, statistics, graphs, text and tracing overlays (as a simple affordable ‘GIS’).

Subject suites

10 Do you agree that these are appropriate subject suites? If not, what would you change?

* Yes No Not Sure

Comments:

In February 2009 the GA commissioned Ipsos MORI to investigate which issues Key Stage 3 students think are important and whether they feel they are learning about them. The research explored:

The wider world issues that pupils think are important

Whether or not they have learnt about/discussed them at school

The lessons in which they have learnt about/discussed them

The importance they attach to learning about these issues

This research revealed that the vast majority (93%) of 11-14 year olds think it is at least ‘fairly important’ to learn about issues affecting peoples’ lives in different parts of the world, with half believing this is ‘very important’. Over 90% think it is important


to learn about where things like food, energy and water come from, and to learn about how their world may change in the future. Unsurprisingly, pupils identified geography as the main subject for learning about these things. Yet the same research found that two-thirds of them think not enough time in school is spent learning about the wider world. We conclude that young people are quite clear about the need to include geography in the suite of EBC subjects.

A CBI survey of board and director-level executives and CEOs in 2011, reported in Building for growthhttp://www.cbi.org.uk/media/1051530/cbi__edi_education___skills_survey_2011.pdf

found that: 75% think that “we are in danger of being left behind by emerging countries

unless young people learn to think more globally” 73% are worried that many young people’s horizons are not broad enough to

operate in a globalised and multicultural economy 79% rated ‘knowledge and awareness of the wider world’ as important or very

important for recruitment of new employees (compared to 98% for literacy and numeracy, 68% A level results and 40% the ability to speak at least one other language).

As we noted in the response to question 8 above, the GA published a paper called ‘Learning to be human and the English Baccalaureate - Geography and History’ in March 2011(http://www.geography.org.uk/download/GA_AUEBacSelectCommitteeEvidence.pdf)

In this, we addressed the question raised in the Nuffield review, ‘What counts as an educated young person in this day and age?’ We argued strongly that, ‘it is impossible to imagine a defensible answer that did not include geographical and historical knowledge and understanding.’ We further argued that ‘Geography and history and are the ‘world subjects’. These subjects help us develop knowledge and understanding of the world, our place in it, and what it means to be a human being. Through studying these subjects we develop knowledge, understanding and skills that enable us to understand and illuminate our common humanity and our relationships – not only with each other but with the environmental resources on which life depends. By thinking geographically and historically about the past and the present we are better equipped to imagine our possible futures.’ Since then, the GA has published ‘A different view’ - a manifesto for geography (http://www.geography.org.uk/download/GA_ADVBookletFULL.pdf) which sets out our view of the subject as being fundamental for everyone.

In Learning to be human, the GA indicated its readiness to develop a solution which would enable the study of both geography AND history within current 14-16 structures. This would not be an integrated ‘humanities’ course but would allow the subject integrity and high standards of both disciplines to be maintained. The GA stands by the position outlined in this paper.

The GA also notes that a paper from the Earth Science Education Forum has been submitted previously to the Department outlining how the geological elements of the


curriculum should be subdivided most effectively between science and geography.Finally, the GA would like to restate its support for a broad and balanced curriculum. Since we represent a subject which makes such valuable contributions to students’ progress in many other subjects, we do recognise the value of creative and critical thinking and learning in a modern economy and society.

11 Is there also a need for a combined science option covering elements of all three sciences?

Yes No * Not Sure

Comments:

Single or combined science subjects can place undue pressure on student time on the timetable. Three sciences should be taught within an equivalent amount of time to combined science, to allow for a broad and balanced curriculum which includes geography.


Track Record

12 What qualities should we look for in English Baccalaureate Certificates that will provide evidence that they will support students to be able to compete internationally?

Comments:

As indicated in our response to question 3 (above), the GA recognises the difficulties in identifying geography curriculum criteria which bear international comparisons.

The GA has however developed its own thinking on the geography curriculum over a considerable period of time, drawing on our expertise throughout the subject community to create and redraft a coherent set of curriculum proposals for 5-16 (http://www.geography.org.uk/getinvolved/ncconsultation/).We have taken our ideas to public consultation in two phases, receiving nearly 400 professional responses(http://www.geography.org.uk/getinvolved).Our KS4 curriculum proposals (copies of which we have supplied to the Department for Education) promote stretch and challenge and are founded upon:

knowledge and understanding of the complex interactions between human and physical systems (for example through the study of cross-cutting themes such as food and energy security);

sufficient breadth to reward pupils who select from a range of knowledge and skills;

the application of general principles to particular places e.g. through fieldwork in a locality or through a detailed investigation of aspects of living in the UK.

We identify a number of places and themes which comprise the essential core of a KS4 curriculum, including global processes of population change, urbanisation and climatic processes/change.

Our proposals balance knowledge and understanding of places with thematicknowledge and understanding and the precise execution of key procedures in the subject. Likewise, they seek to balance curriculum breadth and depth, promoting the development of extensive and enabling knowledge with deeper, so-called powerful knowledge of the subject. Central to our proposals are the organising concepts of place, space and environment. So too the development of capability in students. In our 2011 curriculum proposals (http://www.geography.org.uk/download/GA_GIGCCCurriculumProposals.pdf) we identified a number of key educational capabilities which are developed through a quality geography education. By

expanding core geographical knowledge


deepening conceptual understanding of people and environments on a variety of scales and

applying geographical information and thought to understand how places and environments are made and how they may develop or change

Our proposals show how geography is crucial to the capacity to think creatively and critically in society and environments and to make informed decisions.

The GA recommends these characteristics and outcomes for students as the basis for discussion about a 14-16 qualification in geography.

Assurance of literacy and numeracy

13 Do you agree that we should place a particular emphasis on the successful English language and mathematics qualifications providing the best assurance of literacy and numeracy?


Comments:

The GA acknowledges the indispensable nature of literacy and numeracy within a young person’s education. To repeat our comments above, in March 2011, the GA published ‘Learning to be human and the English Baccalaureate - Geography and History’(http://www.geography.org.uk/download/GA_AUEBacSelectCommitteeEvidence.pdf) In this, we argued strongly for a rebalancing of the school curriculum. We identified the ‘relentless focus on literacy and numeracy at all key stages, the impact of which has been magnified in recent years through the inspection regime and league tables’ and suggested that this results in a ‘rigid curriculum hierarchies in schools’.The GA resists the idea that geography should be marginalised within the curriculum by a over-concentrating on maths (which is not numeracy – something that can be developed through subjects like geography) and English (which is not literacy –something that can also be developed through geography).

Our 2011 curriculum proposals (http://www.geography.org.uk/download/GA_GIGCCCurriculumProposals.pdf) show how geography is crucial to the capacity to think creatively and critically in society and to make informed decisions. The GA is of the view that the move to identify a suite of subjects, which taken together provide the basis for a broad and balanced foundation for further educational choices and development (study, training and employment) is the right one. Re-establishing a hierarchy within this


suite is likely to confuse schools, teachers, students and others.

Whilst the purpose of geographical education is to develop geographical literacy (or geo-capability) and graphicacy, the GA acknowledges that numeracy and literacy are essential to making progress in geography. We also regard geography as a significant aid to making progress in numeracy and literacy. By providing authentic opportunities for using these skills (through handling data, communicating for purpose and so on) geography places numeracy and literacy in real-world contexts. Inspection evidence, such as that contained within the Ofsted report ‘Learning: creative approaches that raise standards’ (Ofsted Ref 080266) clearly shows how standards of literacy and numeracy can be boosted by good teaching in subjects other than english and mathematics. Inspectors found that good teaching ‘encouraged questioning, debate, experimentation, presentation and critical reflection’, that pupils ‘enjoyed the challenge and had a sense of personal achievement. The confidence they gained encouraged them to develop and present their own ideas with greater imagination and fluency’ (p.5). Geography is also widely acknowledged to make a distinctive contribution to visual, media and other forms of literacy.

School and Post-16 institution Support

14 In order to allow effective teaching and administration of examinations, what support do you think Awarding Organisations should be:

a) Required to offer?

Comments:

The underlying principle is that there should be transparency. Students, teachers and parents must be clear about what is being assessed and how it is being assessed. It is therefore important that past papers, mark schemes and examiners reports must be made available to teachers and schools. It is also important that information about the decision making processes are communicated either through face to face meetings or online. It is not acceptable that the only way to find out student failings or misinterpretations is by becoming an examiner. This requires examination boards to communicate clearly the qualities that are expected for different levels of achievement.

Information that is provided should be helpful and promote the examination process. It should include generalised discussion of particular problems that candidates had in previous examinations. This could also be supported by examination officers providing advice and information for each standard region.


14 b) Prevented from offering?

Comments:

If there is only one awarding body and an associated text book written by anexaminer there is a danger that this will provide a narrow perspective and possibly limit the creativity of teachers. The text book may be used to ‘teach to the test’. There is however the legal question of restriction of trade.

15 How can Awarding Organisations eliminate any unnecessary burdens on schools and post-16 institutions relating to the administration of English Baccalaureate Certificates?

Comments:

External marking of controlled assessment might reduce teaching burdens.


Qualification supports progression of lower achievers

16 Which groups of students do you think would benefit from a "Statement of Achievement" provided by their school?

Comments:

All students would potentially benefit from a statement of achievement. More detail for candidates on their performance is, in theory, to be welcomed. However, the GA would not support the inclusion of test marks on candidate certificates. These give a false impression of precision and are potentially more problematic than grading. Nor would the Association support a system whereby candidates received ONLY a qualitative report on outcomes. All candidates should receive a straightforward assessment of their achievement (i.e. a grade, supported where appropriate by more detailed information) which is easily communicated and is widely understood (by students, schools, further education colleges etc.).

The positioning of this question, under the heading of ‘support for lower achievers’, is a concern. Lower attainers are as much in need of clear recognition of their achievements as higher attainers. The GA recommends a system whereby all candidates who take the new examination receive clear recognition of their level of achievement. Full recognition should be given to those skills exhibited by students. The suite of employability skills which not tested by a terminal examination may well have been demonstrated within the course, especially fieldwork exercises, and while ALL students should receive a statement of attainment it is particularly important for those who do not reach the standard required to achieve the EBC.

17 How should we ensure that all students who would benefit from a "Statement of Achievement" are provided with one?

Comments:

All students should receive a statement of achievement if it is to be provided


Equalities

18 a) Do you believe any of the proposals in this document have the potential to have a disproportionate impact, adverse or positive, on specific pupil groups?

Adverse impact Positive impact * Both

No impact

Comments:

The proposals present an opportunity to think clearly about the content and assessment of the geography 14-16 curriculum. The GA welcomes this opportunity. The potential positive impact on pupils would be derived from studying a curriculum which leads to high standards, further study and employability.

The expectations, set out in the proposals, for higher standards have the potential to benefit higher attainers, by recognising and rewarding the most able candidates and providing a good foundation for post-16 study.

The risk introduced in these proposals is that lower attainers would find access (to the curriculum and the assessment) too challenging and that their subsequent level of achievement would not be clearly recognised and rewarded.

The very significant support needs implied by but not identified within the proposals create risks for some groups of pupils. Schools with little available funding will find the purchase of new resources and relevant professional development and support extremely challenging. Maintained schools, required to implement a new national curriculum from September 2014, will also face a scale of curriculum change which will not apply to schools (such as Academies) where the National Curriculum is disapplied.


18 b) If they have potential for an adverse impact, how can we reduce this?

Comments:

The GA hopes that the proposals will be redrafted in response to this consultation exercise. Aspirations for more accurate assessment and clearer communication of standards will not be achieved merely by changing the name of the award and creating a new grading structure. The process of communicating expectation of standards takes time (cf the history of the introduction of O-levels, CSE and GCSE). In the process of change there will be several cohorts of students who may suffer as the result of the adverse effects of introducing a new untried examination rather than improving the current examination.

Very careful thought needs to be applied to the expectation that higher standards will be achieved by pupils. In order for this to occur, the final proposals will need to take account of the significant needs of schools in terms of curriculum materials, professional development to raise teaching standards, and advice, guidance and support.

The final proposals should also contain the commitment to recognise the achievement of all candidates.

Implementation

19 Should we introduce reformed qualifications in all six English Baccalaureate subjects for first teaching in secondary schools in 2015, or should we have a phased approach, with English, mathematics and sciences introduced first?

In all six subjects from 2015 Phased approach * Other

Comments:

A piloting exercise to test the manageability of the new qualifications is essential. Thereafter, the reformed qualifications should be introduced in all subjects simultaneously.


20 How best can we prepare schools for the transition to these reformed, more rigorous qualifications?

Comments:

An implementation plan, involving the subject associations, to provide CPD, curriculum materials and advice, guidance and support should be put in place by the Department alongside the publication of the final proposals.Schools will need time, money and resource to plan for the implementation. By highlighting to teachers the professional development opportunities offered by such organisations as the Geographical Association, Earth Science Teachers’ Association and the Earth Science Education Unit, much time and effort could be saved.

A piloting exercise should be used to test the manageability of the new qualifications.

An assessment of the need for subject specialist teachers should be undertaken by the TA, allowing sufficient specialists to be provided in time for the launch of the qualifications. With a new KS3 curriculum from September 2014, there is still time to increase the supply of specialists for subjects such as geography – where a significant proportion of secondary school lessons are taught by non-specialists.

21 How long will schools need to prepare to teach these reformed qualifications?

Up to 12 months 12 - 18 months * More than 18 months

Other

Comments:

See our response to Q.20 above.


Languages

22 Should all languages in which there is currently a GCSE be included in our competition?

Yes No * Not Sure

Comments:

The GA would prefer to restrict its response to Geography alone.

23 Should the number of languages for which English Baccalaureate Certificates are identified be limited? If so, which languages should be included?

Yes No * Not Sure

Comments:



24 Given the potential number of new languages qualifications to be developed, should they be introduced to a later timescale than history and geography English Baccalaureate Certificates?

Yes No * Not Sure

Comments:


Post-16

25 Should we expect post-16 institutions to be ready to provide English Baccalaureate Certificates at the same time as secondary schools?

Yes No Not Sure

Comments:

The GA notes that, from Sept 2013, colleges will be permitted to take 14-16 learners. Local conditions will play a large part in what the colleges will offer and in an area where they feel they can offer a better deal than the local schools then they will. However for many colleges the local schools will continue to provide for the majority of 14-16s with only a small cohort going to the local college at the end of KS3. The size of this cohort would not justify the investment into Ebacc and for most of them alternative, probably vocational, courses would be provided.

We aren’t clear, from the proposals, whether students failing to reach the required standard, who subsequently leave school to attend a post-16 institution, would be required to undertake further ‘EBC’ studies as well as resitting examinations. Greater clarity is required in the proposals to make a full response to this question.


26 How best can we support post-16 institutions to prepare to provide English Baccalaureate Certificates?

Comments:

As with schools, there will need to be for a programme of training make the expectation of these new courses clear, what the standards are expected to be, as well as training across a range of issues that colleges until now may not have been familiar with.

Choosing the best qualification in each subject

27 Do you agree that five years is an appropriate period for the new qualifications to feature in the performance tables before the competition is rerun?


Comments:

The GA does not agree that a competition is the best model for shaping the 14-16 curriculum for England. The GA notes that in other jurisdictions (Singapore, USA, Australia, Ontario) the state takes a lead role in determining the content and assessment of important qualifications.

The GA’s preferred model is one in which the subject criteria for geography are significantly strengthened. The GA regards the current criteria as not fit for purpose as they do not require awarding bodies to create specifications which are sufficiently rigorous, relevant and comparable. However, a mechanism which would allow the DfE to work with subject associations and other key stakeholders to create new subject criteria, from which specifications could be developed (each addressing the core curriculum in distinctive ways) could then be regulated by Ofqual to ensure high and comparable standards. The GA applauds the attempt, identified in the proposals, to identify a robust geography curriculum, which will stand up to international comparisons. We therefore question why such a curriculum would require frequent changes, and whether alternative takes on the curriculum can be compared in a competitive manner.


If a competition is held to select a single awarding body, then the GA suggests that five years is an extremely short timescale for a franchise model. In reality, this could mean:

Year 1The successful body would face a very significant challenge to scale up its operation in the first year. During this period, schools workhard to understand the new requirements whilst the ‘losing’ ABs presumably dismantle their qualification apparatus (examiners, administration systems, qualification advisers etc.). Schools purchase new resources to meet the requirements.

Year 3After the first cycle is completed at the end of year two, schools then have their first opportunity to fine-tune their teaching and curriculum, beginning in year 3 (and based on the performance of the first cohort).

Year 4A new competition is announced (?) leading to uncertainty for schools.

Year 5A new specification arrives in schools, as they also try to deal with the final cohort of pupils. The winning AB works furiously to re-assemble its apparatus and prepare teachers for the new course. Schools purchase new resources to meet the requirements and teachers undertake re-training.

The GA is also concerned at the potential ‘narrowing’ effects of a single AB offering a single specification in geography. Since the subject enjoys a range of academic and curriculum traditions, an alternative model might be one where, even if there is a single AB, some choice of specification remains.


28 Please let us have your views on responding to this call for evidence (e.g. the number and type of questions, whether it was easy to find, understand, complete etc.).

Comments:

The GA is acutely aware of the very substantial support needed by teachers and schools (in terms of materials, guidance and professional development) required to raise standards of geography nationally. The GA regrets that views about the nature and scale of these support needs are absent from the call for evidence.

The GA does not agree that a competition is the best model for shaping the 14-16 curriculum for England.

For these reasons, the GA does not regard the call for evidence as being complete. Further evidence is required in order to establish with precision the features of the GCSE qualification which need reform, and whether these amount to a need for a new qualification. Any new approach to qualifications 14-16 does need to ensure a broad and balanced curriculum offer for young people.

Thank you for taking the time to let us have your views. We do not intend to acknowledge individual responses unless you place an 'X' in the box below.

Please acknowledge this reply *

Here at the Department for Education we carry out our research on many different topics and consultations. As your views are valuable to us, would it be alright if we were to contact you again from time to time either for research or to send through consultation documents?

*Yes No

All DfE public consultations are required to meet the Cabinet Office Principles on Consultation

The key Consultation Principles are:

departments will follow a range of timescales rather than defaulting to a 12-week period, particularly where extensive engagement has occurred before

departments will need to give more thought to how they engage with and consult with those who are affected

consultation should be ‘digital by default', but other forms should be used where these are needed to reach the groups affected by a policy; and


the principles of the Compact between government and the voluntary and community sector will continue to be respected.

Responses should be completed and emailed to the relevant consultation email box. However, if you have any comments on how DfE consultations are conducted, please contact Carole Edge, DfE Consultation Coordinator,Tel: 0370 000 2288 / email: [email protected]

Thank you for taking time to respond to this consultation.

Completed questionnaires and other responses should be sent to the address shown below by 10 December 2012

Send by post to:

Public Communications UnitLevel 1 Area CCastle View HouseEast Lane RuncornWA7 2GJ

Send by e-mail to: [email protected]

reforming key stage 4 qualifications

Documents