This document discusses resources and support for teaching OCR GCSE Geography, including: - Alan Parkinson developing questions and answers for textbook chapters for OCR exams. - Having to choose case studies and contexts that would affect thousands of teachers. - Tips for structuring answers to questions asking "To what extent" which require evaluating statements and views. - The term "north-south divide" describing uneven development in the UK and evidence that could be used about a relationship between location and life expectancy. - Recommendations to revisit topics for deepening understanding while revision focuses on consolidating existing knowledge for exams.

1. Alan Parkinson
Rewind to 2015
Hodder Towers

2. OCR ‘A’ and ‘B’ Geography
Questions developed for the textbook
Answers also written for several
chapters.
Grew from the resources in the
textbook
Had to be approved by OCR

4. Having to choose case studies / contexts
Decisions affecting thousands of teachers….
Increasing challenge through time

5. Reading
the
question
BOX /
BUG etc.
TomMorgan-Jones

6. Flickr User: ToniVC

7. The term ‘north-south divide is used to
describe uneven levels of development
in the UK.
Evaluate the causes of uneven
development in the UK
6 marks

8. Questions starting with the phrase ‘To what extent’ require
a judgement on the accuracy of a statement, including the
views of the candidate. An understanding of the term
‘north-south divide’ is also required.
Evidence for the life expectancy data indicating a north-
south divide could include:
• The four highest values are in the southern half of
England
• The four highest values in England are in the northern
half of England
• The lowest life expectancy is in Scotland, in the far north
of England
• When looked at geographically there is a strong
connection between the location of regions and the life
expectancy values
[4 marks]

9. Lizzie Crean @MissCreanGeog
Usedwithpermission

10. Usedwithpermission
Lizzie Crean

11. Assess the extent to which the UK should get its energy from fracking?
‘To what extent?’
I disagree that….
I agree to some
extent that …
I agree a little
that…
I agree a lot that…
Why should we not
have fracking?
Why should we have
fracking?
What is your
opinion and
why?
Step 1: Start
with a phrase
Step 2: On one
hand...
Step 3: On the other
hand...
Step 4: Overall I
think...
Also, in addition, another. So, consequently, because, as a result
Usedwithpermission

12. Structure
strips – Jo
Payne

13. Questions…

14. Resource from the book…

15. Talking before writing…
From the OCR Delivery Guide for Climate Change for GCSE Specification ‘A’

16. It marks a moment when many learners take a significant step forwards in
their understanding of the subject, and develop a much deeper appreciation
of how various concepts link together. Their intrinsic abilities can show a
dramatic improvement during this period. They begin to write much more
perceptive answers to questions. They may find it easier to remember facts,
because these are now seen as fitting neatly into an overall picture of the
subject.
Revisiting is for deepening and
extending learners’ knowledge and
understanding. Revision is more about
consolidating
what learners already know and understand,
and helping them to use this to fulfil the
requirements of exams.
2nd year of the new courses – this moment is still to come…

18. Facebook groups
https://www.scribd.com/document/344239057/Networks-of-Support-for-New-GCSE-and-A-
Level-v3
http://bit.ly/geognets
GA Independent Schools SIG – copies of article with links….