External Evaluation of the European Baccalaureate (Annexes)

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1.9.3 Doc 1.8 Geography Subject content summary (EB, OCR, IB) Both EB and OCR have an investigative, ‘issues’ based approach although this is more obvious in the way the OCR syllabus is constructed. The IB approach is from a sense of spatial differentiation with human-physical environment interrelations and issues then follow from this. The EB syllabus is briefer and expressed in more knowledge based / topic terms. It allows a wide range of teacher interpretation and actual content. The OCR and IB syllabus content is presented in more detail and depth. OCR has a more complicated format involving questions for investigation, key ideas and concepts and environments and scales of study. IB is more simply organised via topics and sub-topics. EB appears more ‘regional’ although teachers can take a thematic approach. OCR and IB are essentially thematic. The core subject material is taught in different parts of the courses and plays a different role. EB has core material in Yr 7, which is then assessed. The Yr 6 work which is mainly optional is used to provide a wider context of support. OCR has core material for AS that then forms the basis for more in-depth and optional studies for A2. IB does not prescribe the teaching order. Although all syllabuses cover the same broad topics, the umbrella modules and units are not very similar, giving different focus and form. The EB is undoubtedly Eurocentric with a focus on economic and political issues in Yr7. Only in Yr6 does the EB approach a range of topics and locations outside Europe via a ‘development’ module and optional, unconnected in-depth studies. IB also has a core unit linking development to population and resources then, is more similar to OCR, which uses concepts of systems and management to approach physical and human processes with their associated issues at AS and then uses environmental and sustainable development issues as starting points for A2. OCR has more focus on the British Isles for AS but European countries and others at varying levels of development should be studied throughout. IB has no particular country requirements. Generally, EB is more limited and selective whereas OCR and IB are broader and deeper in their treatment of topics. The main division in geography is usually between physical and human elements. Physical geography is of less importance than human in the EB covered by only one of the six year 7 themes and the ‘encouraged’ option of choosing a physical In-depth Theme in Yr 6. OCR and the IB have more balance between physical and human geography. The EB has fewer physical topics than OCR and IB; lacking much content relative to ecosystems, climate and weather, geomorphological processes and landforms. All have core skills/methodology content. For EB this appears as module 1, which may be integrated or taught separately in Yr6 with some specific elements within the other themes. There is no specific weighting but teachers are encouraged to develop skills in using a variety of resources and fieldwork. However, for both OCR and IB skills should be integrated. For OCR skills form two modules (out of the total six), one for AS and one for A2 with a total weighting of 35%. IB specifies thirty hours of fieldwork to complete an investigation that forms 25% of the assessment. The EB and IB have no specific weighting for knowledge and understanding whereas for OCR these are 35% and 30% respectively. 113
All cover a range of scales from local, through regional to global with specified and optional case studies. EB requires fewer case studies but is more specific than the others. IB is the least prescriptive. All have topic choice within the syllabus however the EB allows more teacher interpretation of what is actually covered within a topic. The EB offers topic choice in Yr6, reducing the actual topics taught, whereas OCR and IB only have choice within limits to ensure more balance and coverage of a range of topics. OCR only has options at A2 after a broad base of knowledge and understanding has been gained. Overall, the EB syllabus is briefly presented with limited development, allowing much range and flexibility of teacher interpretation. Both OCR and IB syllabi have a clearer form with a more comprehensive core, more depth and more teacher guidance. The EB takes a largely socio-economic, political view of the subject whereas OCR and the IB have greater physical, environmental underpinning of their human focused viewpoints. 114
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External Evaluation of the European
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1.9.3 1.4 Comparison bet LC Higher
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That said, the standards of languag
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conclusion” Produce a written nar
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on a literary passage giving rise t
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Coursework assessment None in the c
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1.9.1 Doc 1.1 Mapping Table - Europ
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Content included in IBD French B HL
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criteria for marks to be awarded in
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Synoptic assessment None specified,
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Writing: Produce a written argument
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three comprehension questions - 20
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EB candidates, even some of the wea
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1.9.1 Doc 1.4 Mapping Table - Europ
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Contextual variation Yes Language c
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EB focuses on analysis of literary
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The fact that the EB syllabus gives
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three comprehension questions - 20
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None in the conventional sense of i
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will draw on / test knowledge gaine
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Maths 1.9.2 Doc 1.1 Maths Comparati
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ANALYSIS Real functions of a real v
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GEOMETRY IN 3-D Vectors in 3-D spac
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• Expected value, variance and st
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and the geometry of a sphere, where
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out of the class room. If the class
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DIFFEREN TIATION • Of the product
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3-D space • Linear combination of
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TRIGONO- METRY 56 • Complete the
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chosen at AS. Two Mechanics options
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1.9.2 Doc 1.2 EXAMINATION PAPER ANA
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Page 71 and 72: EB syllabus content Present in core
Page 73 and 74: - circular functions: sine, cosine,
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Page 77 and 78: - Integration by inspection. - Inte
Page 79 and 80: Distance between two lines. Angle b
Page 81 and 82: General properties - discrete rando
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Page 89 and 90: 88 diameter of an ellipse, locus of
Page 91 and 92: Content included in Irish Leaving C
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Page 97 and 98: Oral examination Synoptic assessmen
Page 99 and 100: Module 2: Development studies - ‘
Page 101 and 102: The variety of rural land use in Eu
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Page 107 and 108: Part 2 Structured and Essay Qs. 320
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Page 113: 48. G.I. (Field work) compulsory. M
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Page 119 and 120: wide range of topics such as plate
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Page 125 and 126: Area II : China in Change 1 natural
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Page 163 and 164: EB syllabus content Year 7 Cell mem
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EB syllabus content Year 7 Present
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Evidence and applicability of scien
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Structure of the human brain and fu
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Distribution of vascular tissue T
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Microbiology and biotechnology Prod
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Feeding relationships (trophic leve
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Topic Present in OCR A level Presen
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Comparison Table for comparison of
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Coursework assessment ‘A’ marks
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Summary conclusions 186 Each questi
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Biology Annex - Comparability Study
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Biology Annex - Comparability Study
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In the recall questions, candidates
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1.95 Doc 1.4 EB- French Baccalauré
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In the EB, the ability to develop s
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model of enzyme action factors that
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Year 6 core option clonal selection
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Mendelian genetics chromosome theo
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hereditary diseases: gene mutations
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• • See separate documents Page
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Page of 216 candidates choose one q
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BACC Leaving Certificate 2 period y
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Leaf structure Balance of gas excha
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Sex-linkage - Haemophilia and colou
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Unit 2 Sub-unit 2.1: Cell Structure
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External Evaluation of the European Baccalaureate (Annexes)

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