Evidence: 1a

ContextStudents relate geographical thinking with their everyday experiences, so that the relevance of geography is

clear to them.

JustificationExamples of student work focussing on

local and topical events within Geography.

Slide 1

Evidence: 1e

ContextThe curriculum incorporates effective use of ICT, maps and fieldwork where appropriate. This should include GIS where possible and the use of high quality images and/or visualisation

software.

JustificationEvidence shows Year 7 local

knowledge movie which incorporated Map Skills. Year 8s working on ICT

based project linked to globalisation.

Slide 2

ContextStudent views are sought formally as part of the departmental evaluation process and appropriate feedback is

provided.

JustificationExamples of parental and student

evaluation carried out termly by all Key Stage 3 and 4 students. Examples

of Year 10 GCSE work that with consultation with student voice

created a series of model answers to assist student achievement.

Evidence: 2a

Slide 3

http://www.youtube.com/watch?v=JFcvxeKLqkU

Evidence: 2c

ContextReflection and evaluation are regular

features of students’ learning in geography.

JustificationExamples of TEEP lesson planning and

an active TEEP lesson with students showing review and reflection of their

learning.

Slide 4

Context Students are aware of their standards and achievements and can show how they developed geographical thinking.

JustificationExamples of students’ work showing creativity, use of ICT and perceptions

of Geography and location such as the guide of Japan written by a student who lived in japan for some years.

Evidence: 3b

Slide 5

Evidence: 3c

Context Students can show a growing

understanding of global citizenship and sustainable development.

JustificationStudents carry out work looking at

other nations around the world and their culture, the BedZED example is

part of a series of work looking at sustainable development in Great

Britain.

Slide 6

Key Stage 3 Geography Club

Australia Quiz

Evidence: 4b

ContextThe department stimulates an

interest in, and a sense of wonder about places at a variety

of scales and in a variety of locations around the world. The

curriculum explicitly develops students learning about

community and diversity at a variety of scales.

JustificationExamples of student enrichment

with a photo of 50 Geography students in February 2012 on the Bay of Naples tour. Picture of the

Geography club in action completing work on a country. Finally an email showing the

itinerary of a Key Stage 5 visit to a local university for a series of

lectures.

Slide 7

Year 10 - The Three Gorges Dam Project - China

Look at the pictures and write down 3 questions you have about this project. Once you have done this share them with your partner.

ContextStudents understand that

environments (physical and human) are always changing, often threatened and sometimes improved, by a wide

range of interrelated human and physical processes.

JustificationAn example of one of the numerous opportunities in our curriculum to

develop enquiry and debate linking to the changes of our physical

environment and the human impact.

Evidence: 4c

Slide 8

Year 10 - The Three Gorges Dam Project - China

Evidence: 5ai

Context Studies of places and topics are

underpinned by a variety of types of geographical resources and media.

These evidence a variety and range of perspectives.

JustificationAn example of audio learning and

accelerated learning which is embedded in all programmes of study

across all Key Stages.

Slide 9

ContextStudents become questioning learners through engaging in a range of enquiry

activities, including decision making and dialogue.

JustificationAn example of a Year 10 student

completing a programme of work on the destruction of the Amazon

Rainforest.

Evidence: 5aii

Slide 10

Evidence: 5bv

ContextStudents are supported and guided to reflect on their learning and are aware of how to improve the quality of their

geographical thinking. This is supported by Assessment for Learning

strategies.

JustificationExamples of creative Geography that is

supported with learning ladders and grade descriptor to produce outstanding pieces of work.

Slide 11

Evidence: 5biii

Context Individual learning needs are

referenced in the planning process and there is evidence as to how the geography curriculum has been planned to support individual

achievement.

JustificationExamples of schemes of work across all Key Stages that have been written

to assist all students’ learning.

Slide 12

Evidence: 5c ii

Context Pupils are involved regularly in

assessment processes which are closely based on Assessment for

Learning principles.

JustificationAn example of AFL within a lesson linked to peer assessment within a

Year 7 Geography class. A snapshot of the Traffic Light Week student

evaluation which is performed once a term for all students.

Slide 13

ContextThere is evidence of a range of

assessment methods, both formal and informal, employed to monitor pupils

progress and their developing understanding, knowledge and skill in

geography.

JustificationTwo examples of completed student

work during Traffic Light Week showing self-reflection and progress.

Evidence: 5c i

Slide 14

Evidence: 6a

Context The department has a clear shared

vision and the subject leader creates a supportive environment for creative

teaching and learning.

JustificationExamples of departmental meetings that are carried out twice a half term and a completed work scrutiny pro-

forma that was discussed with a colleague to improve marking of

students’ book.

Slide 15

ContextStrengths and areas for development

that will improve the quality of geography in the school are clearly

identified by the team and then prioritised and actioned.

JustificationTracking and monitoring examples and

intervention that will enable Geography teachers and the department to have a clear

understanding of how they need their students to improve.

Evidence: 6c Slide 16

Evidence: 7b

Context There are liaison activities with local

primary and / or feeder schools, which inform transition year curriculum

experiences.

JustificationStudents from primary schools that the Geography teachers taught this year looking at the Olympic Games which culminated in the Torch relay

outside our school.

Slide 17

Evidence: 7c

Context Links are made beyond the

department in order to inform and enhance the geography curriculum

e.g. with local businesses, NGO’s and community representatives.

JustificationThe picture shows our involvement in the Torch relay and our connections to

our sister school in China which included students working with an

outside architect looking at sustainable development in China with

our business and ICT colleagues.

Slide 18