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The materials provide a manageable, meaningful fieldwork approach with guidance for primary and secondary data collection, plus exam-focused assessments that use consistent command words, mark tariffs, and levels-based mark schemes. Lessons include signposted cartographic, graphical, numerical, and statistical skills, clear specification links to synoptic questions, and guidance on case studies and geographical overview vs depth content. 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You can be confident in teaching our courses, not only as we’ve made it crystal clear which specification content needs to be taught and what will be assessed, but also because:\u003Cbr>1. We’ve developed a manageable and meaningful approach to fieldwork.\u003Cbr>In addition to giving you a range of fieldwork tasks to choose from, we’ve created specific guidance for primary and secondary data collection. This means students can have confidence in applying what they know to exam questions about their own fieldwork and unseen fieldwork data based on the same environment. What’s more, the environments and tasks will stay the same throughout the lifetime of the courses, meaning you can spend less time on planning and more on making geography memorable in the field.\u003Cbr>2. We’ve created assessments that give every student a chance to succeed.\u003Cbr>Alongside a straightforward assessment structure, our defined set of command words in exams are used consistently to assess particular skills, and link to the same mark tariffs to make it clear what students are being asked to do. With exam questions that ramp in demand throughout each section, our papers are accessible and encourage students to engage with every element of assessment. When it comes to 8-mark and 12-mark questions, our levels-based mark schemes are consistent and explicit about the skills students need to show.\u003Cbr>3. We’ve signposted where and how to cover key geographical skills in lessons.\u003Cbr>To support you in creating courses that are coherent and help your students meet the new requirements, we’ve suggested opportunities for integrating cartographic, graphical, numerical and statistical skills into lessons throughout the specifications. We’ve also clearly set out the areas of specification content that link to the synoptic elements of the assessments, so you can have confidence in preparing your students for the synoptic questions.\u003Cbr>4. We’ve given clarity and choice when it comes to case studies and located examples.\u003Cbr>Our specifications include three in-depth case studies and we’ve highlighted within the course content if located examples should be developed, to help make the amount to cover manageable. This also means you can choose the case studies and located examples you want to teach, and plan lessons around your expertise and resources.\u003Cbr>5. We’ve highlighted where students need overview or depth of\u003Cbr>geographical understanding.\u003Cbr>Each of our specifications include signposted ‘geographical overview content’ that aims to develop students’ overarching understanding of breadth in a topic. They also highlight ‘geographical depth content’ that aims to develop students’ detailed knowledge and understanding, giving you confidence about the level of depth to cover in lessons.\u003Cbr>And one more thing…\u003Cbr>In the run-up to first teaching and beyond, we’re here to support you every step of the way with free support materials and events. Jon Wolton, your Subject Advisor is also on hand to answer any questions you have about the courses, as well as let you know the latest news. Simply get in touch with Jon at [TeachingGeography@pearson.com](TeachingGeography@pearson.com). |  |  |\n\nU981 © artwork: Mark Bolitho | Origami photography:Pearson Education Ltd/Naki Kouyioumtzis ©Sozaijiten","cbCaidE9v3tMdUml","https://ap.wps.com/l/cbCaidE9v3tMdUml","pdf",595089,"English","# Course approach\n## Fieldwork and data collection\n## Assessment design and command words\n## Integrating geographical skills in lessons\n## Case studies and located examples\n## Geographical overview vs depth\n# Support for first teaching","[{\"question\":\"How do the courses support manageable fieldwork planning?\",\"answer\":\"They provide a manageable and meaningful approach, offering a range of fieldwork tasks plus specific guidance for primary and secondary data collection. Environments and tasks remain consistent across the course lifetime.\"},{\"question\":\"What makes the assessments consistent and fair for students?\",\"answer\":\"A straightforward assessment structure uses defined command words consistently and links them to the same mark tariffs. Demand ramps through each section, and levels-based mark schemes are consistent and explicit for 8- and 12-mark questions.\"},{\"question\":\"How are key geographical skills and synoptic questions covered in lessons?\",\"answer\":\"The specifications suggest opportunities to integrate cartographic, graphical, numerical, and statistical skills across the course. They also clearly set out which specification areas link to the synoptic elements of the assessments.\"}]","Top 5 things to know about our new Edexcel Geography (9-1) A and B courses | PDF",1792466643]