A2 Pupils make significant progress in Geography

A2a: Pupils show good progress, as measured from their starting points and capabilities, in geographical knowledge, understanding and skills and in their understanding of a globally interdependent world. Name Oswestry School Evidence of testing at the start of a unit of work and then returning to this later. Also use of clear AfL methods for students to be clear on where they are and what they need to do to improve. An example of self-assessment strategies to measure progress from a starting point. These examples are taken from Year 7.

A2a Pupils show good progress, as measured from their starting points and capabilities, in geographical knowledge, understanding and skills and in their understanding of a globally interdependent world. Evidence 10: Evidence of data used to assess CVA Evidence: Departmental Review Justification: Pupils make good progress in Geography as shown by the MIDYIS and YELLIS data. We use MIDYIS, YELLIS and ALIS to identify how much progress our students make. Students take baseline tests in Year 7 and again in Year 10 and Year 12. In 2013 the CVA was 0.8 indicating our students make good progress in Geography and achieve nearly a grade above their target. Just 2 students fell below their target grades and these had transferred from a local school much had closed during their GCSE programme. CVA 2013=0.8, CVA 2012=0.2, CVA 2011=No data available ALIS data is also used to track students at A Level. As the sets have been so small most of the data is not statistically significant. As our cohorts grow in size ALIS will become more significant and we will use this data to help set target grades and track progress through use of our departmental tracking sheets. All this dates in reviewed in the annual departmental review which is undertaken in September of each year. Maynard School A reminder that you don’t have to be getting the best results in the school to go for the SGQM This is about the journey that you are making with colleagues, and if this is an improvement on previous years, it is welcome, and worth adding.

A2 Criteria: Pupils make significant improvement in geography Pupils respond well to written feedback from teachers. Evidence: Pupil work Peer marking from another pupil City of London Freemen’s School Colour coded marking is an area which many schools are adopting. We liked that this focussed on one small piece of work, with a nice large image of the work. Teacher comments Original pupil initials comment and acts upon it if required

RGS Geography Ambassador visit to Priestnall EVIDENCE 3a (A2c) RGS Geography Ambassador visit to Priestnall In September 2013, four Year 11 GCSE Geography lessons were taken by an ex-pupil in his role as Geography Ambassador for the Royal Geographical Society. He spoke to over 100 pupils in total, covering topics such as fieldwork, extra-curricular activities and the skills and experiences gained through studying Geography. Pupils responded very well to the opportunity to gain an insight into life at college and university and learn how valuable geography can be for their future. The next RGS Ambassador visit is scheduled for July 2014. Priestnall School We particularly liked the fact that this RGS Ambassador was a former pupil of the school.

Rainforest Deforestation and Food Miles – Story in a Box EVIDENCE 3b (A2c) Examples of creative homework in Geography. Homework tasks are set via the VLE and pupils choose how to present their work. Rainforest Deforestation and Food Miles – Story in a Box Priestnall School A range of alternative outputs from this school…. North West England – Board Game (Year 7)

Students in Year 9 sit GCSE styles exams Students in Year 9 sit GCSE styles exams. This is to prepare them for the next stage of their learning at KS4. The examples below show a foundation and higher example of the same exam question. Evidence A2c. Sir John Lawes School Preparing for next stage with next level of questions that students can expect to receive.

A2d Pupils responding to feedback given by the teacher – in this case using comments on a piece of work submitted using word

Ev3A2d – Student Responses for Progress St Ivo School Geography Department – SGQM Application – Supporting Evidence Ev3A2d – Student Responses for Progress A B The examples of work a, b and c are drawn from across KS3 - Year 7 (Japan); Year 8 (Global Trade) and Year 9 (Deforestation) - they clearly show that students are responding well to improvement advice given by staff. We are utilising the Strengths, Action, Response stamp (right) in line with whole school policy and students are responding accordingly – clear student-staff dialogue to facilitate progress. Photo D provides evidence of students reflecting on what they need to do to improve following tests. St Ivo C D

4 EVIDENCE: A2d/e – Pupils respond well to the improvement advice given by their teachers and use their own reflections on their learning in order to improve. 2 – redo: 3 Left: 1. Year 7 student’s initial response to a question on the effects of Hurricane Katrina with self-reflection (using the previously described WWW/EBI approach). 2-4. Student’s improved response to the same question after having self-reflected (with further self-reflection and teacher’s comments). 1 4 3 Left: Student’s (year 8, below average ability) initial response to question on how earthquakes are measured with teacher response using WWW/EBI. 2-4. Student response having responded to teacher feedback. 1 Oasis Academy, Brightstowe This shows a good use of annotation It’s important we see good quality annotation. 2 – redo: 4 Students are also given directed feedback in class (e.g. ‘development’ can be achieved by using ‘because’).

Ev4-A2e – Student reflection on their own progress St Ivo School Geography Department – SGQM Application – Supporting Evidence Ev4-A2e – Student reflection on their own progress The evidence below has been selected to show how students are aware of their standards and achievements and opportunities they are given to reflect on learning and consider ways to improve. (ii). Each KS3 student has a sticker on their book with minimum targets and teacher predictions to enable them to keep monitoring their own progress (see right) (iii). Left is an example of a post-it note ‘self check’ strategy taken from Yr 10 CA to help students reflect on what they have done & identify improvements. (iv) To help students learn how they can reflect on and improve their own answers they are encouraged to mark pre-written answers to identify areas of weakness & strength (right). St Ivo (i) The screenshot above is taken from a Year 10’s Go4Schools’ account and is the summary that students can see of their current progress in Geography in relation to their minimum targets / teacher predictions – it is colour coded so that they can see if they are below / on / above target. (v) Peer assessment followed by discussion with peers is used to help students reflect on their learning to improve whilst helping others to do the same. (example above)

Original work is in black pen. First teacher marking is in purple. A2d/e: Evidence to support pupils responding to formative feedback. Year 7 Crime Assessment. (Page 2 of the example) Key to marking: Original work is in black pen. First teacher marking is in purple. Improvements are in green Second teacher marking is in red Sawston College