Progress in Geography: Key Stage 3: Motivate, engage and prepare pupils

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Motivate pupils to develop their geographical skills, knowledge and understanding as they become engaged and accomplished geographers, ready for the demands of GCSE. collect small samples of work which exemplify quality work at each benchmark and/or for each aspect: annotate them If you are using an enquiry, identify the key questions related to the concepts, aspects of achievement and the theme (make sure you include challenging questions).

Buy the eBook Assessing progress in Your key stage 3 Geography Curriculum to help develop rigorous and consistent approaches to assessing your key stage 3 students’ progress in geography lessons. Environmental geography is an exciting and creative meeting ground for advanced inquiry on the interactions between people and their environments, both natural and built. This well-established field at the intersection of human and physical geography has become particularly prominent with rising awareness of human influence on the Earth locally, regionally, and globally. These benchmark expectations provide a shared language to help set expectations and standards. It is intended that they:

You should be aware of the possibility for fundamental change that the removal of level descriptions and Ofsted’s change of policy has had on schools. They are now free to decide how to define, assess and report learning in terms of the progress of individual students. How these link to the three aspects of advancing pupils’ achievement are illustrated in the table here .

There are resources to develop your understanding of how to develop map skills in key stage 3 geography. The best KS3 book we have ever received. Spot on knowledge and case studies. (Geography Lead, Trinity Academy, Halifax)At Sage we are committed to facilitating openness, transparency and reproducibility of research. Where relevant, Progress in Environmental Geography encourages authors to share their research data in a suitable public repository subject to ethical considerations and where data is included, to add a data accessibility statement in their manuscript file. Authors should also follow data citation principles. For more information please visit the Sage Author Gateway, which includes information about Sage’s partnership with the data repository Figshare. Plan for progress with ease: ready-made editable course plans for each unit focus on pupil progression, detailing prior knowledge, future learning and key performance indicators Students must have appropriate opportunities to develop the quality of their descriptions and explanations and to apply their understanding in increasingly sophisticated ways. Their progress is shown by their increasing understanding of geographical concepts and how they apply this to new situations. Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the Progress in Environmental Geography editorial office as follows: The benchmark expectations help set a national standard so that schools can be secure in their judgement for monitoring and reporting purposes. Using the expectations benchmarks, schools could:

A ‘mixed economy’ of assessment opportunities can be built-in to test a range of pupils’ capabilities and different aspects of achievement in geography. This might include short tests of specific knowledge, more developed enquiries to assess conceptual understanding and skills, and perhaps occasional synoptic assessment such as problem solving or decision-making exercises at the end of a year or key stage. Look at the Six aspects of planning for progression set out in Planning for continuity and progression and you might want to refine your questions/objectives in the light of these. Removing levels will provide teachers and schools with the opportunity to focus on formatively helping students make day-to-day progress in geography, rather than recording progress through often dubious sub-level judgements. The Ofsted Research Review for geography (2021) is critical of the latter because ‘ the nature of the geography curriculum, being cumulative, means that knowledge of complexity is often not reached until pupils are nearing the end of the key stage.’ There are no fees payable to submit or publish in this Journal. Open Access options are available - see section 3.3 below.The ability of students to describe and explain geographical phenomena (e.g. conditions, patterns, relationships changes) are aspects in which students are expected to make progress during key stage 3.

Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from Sage after receipt of your accepted article.What underpins all assessment of student’s progress is the teacher’s informed professional judgement. Test scores only show whether the student knows what was tested. It might show they know more when the snapshot is taken, but it does not reflect true progress in geographical understanding. Only the teacher can make a judgement about the degree of progress a student is making through the curriculum.