1. What questions could you ask students about this image? Key Stage 3 Pupil Key Stage 4 Pupil Key Stage 5 Pupil

2. Workshop 4: 9 – 9.50am Writing with Confidence: Purposeful Assessment Questions Session Aim -To reflect on the assessment changes across the key stages. -Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes. -Consider the level of “pitch” in your forthcoming assessments. Follow us on @ga_aesig

3. Changes to Assessment: Key Stage 3 Session Aim 1: To reflect on the assessment changes across the key stages Removal of National Curriculum Levels. What approaches have your school adopted? Should assessments at Key Stage 3 be shorter response questions or longer, extended written prose answers. Some examples of best practice have been shared by the NCTL.

4. Session Aim 1: To reflect on the assessment changes across the key stages The best practice examples show different ways of showing progress but follow similar patterns by being underpinned by learning theories or can do statements. They all clearly show progression.

5. Session Aim 1: To reflect on the assessment changes across the key stages These two examples are underpinned by Bloom’s Taxonomy (revised) and Solo Taxonomy. Again – showing the levels of progress and how we can try and “pitch” our assessment questions.

6. Changes to Assessment: Key Stage 4 No tiered entry anymore. No foundation and higher options. Papers will therefore get progressively harder throughout the paper and may include multiple choice, short answer questions to longer prose questions. Lack of past papers in this new format for students to access. Marks for SPaG will account for 5% of the overall qualification. Currently a grade A* represents the highest grade and G is the lowest. For GCSE, there will be a new grading system to report achievement from grades 1 – 9 New Grade 4 roughly equivalent to current Grade C. New Grade 7 roughly equivalent to current Grade A New Grade 9 will be top 50% of current A*. Session Aim 1: To reflect on the assessment changes across the key stages Challenges and Changes? Think, pair and share…

7. Timeline Changes to Assessment Beginning of life without levels Life without levels in full swing. Mid year assessments and reporting process. Some GCSEs First teaching of new specifications for GCSE, AS and A Level qualifications. Year 10 and Year 12 Examination of pre-existing specifications for Year 11 and Year 13. First Examination of Year 12 AS level. Continued teaching of new specification. Second Year of GCSE and A level content First Examination of new specification for Year 11 and Year 13. The Changing Nature of Geography Provision 2015 – 2017 and beyond September 2015 January 2016 September 2016 June 2016 September 2017 June 2018

8. Changes to Assessment: Key Stage 5 Session Aim 1: To reflect on the assessment changes across the key stages AS and A level examinations to become isolated assessments.

9. Changes to Assessment: Key Stage 5 The subject content sets out a proposed core of essential subject content and a balance of human and physical geography that is intended to comprise at least 50% of the AS and A-level Fieldwork was particularly supported by Higher Education representatives as it will enable students to relate their learning to real experiences of the world. Clear set of quantitative skills that should be taught and assessed in AS and A-level Geography. This will ensure that all students have the mathematical skills needed to apply their subject knowledge. AS grades will no longer contribute to A-level awards AS qualifications should be co-teachable with the A-level AS continues to be awarded at the same standard and level of demand as current AS qualifications. Session Aim 1: To reflect on the assessment changes across the key stages Challenges and Changes? Think, pair and share…

10. Year GroupApproximate Student NumbersFieldwork ExpectationsInitial Thoughts about Fieldwork for 2016 and beyond. 7 8 9 10Exam based assessment - Two occasions. In contrasting areas looking at both human and physical geographical contexts. 11 122 days – examination based - Both human and physical 134 days – report based. Marked by the institution. - Both human and physical. Changes to Fieldwork Assessment: Planning Ahead Session Aim 1: To reflect on the assessment changes across the key stages Just to aid your own planning.

11. Aim 2: Begin to think about preparation for summative assessments without past papers, examiner’s reports and mark schemes How do you prepare students to be successful in summative assessments? Will this legacy material now become redundant? Examiner’s Reports Legacy Specifications Past Paper Questions Mark Schemes

12. This will possibly be the least useful but may still provide an area for support if required. For the majority of the content this still shows how the progression of knowledge develops. For the majority of the content this still shows how the examiner wants to see the development of students responses. Why would these now be redundant? Many of the questions are still assessing good geography knowledge. Examiner’s Reports Legacy Specifications Past Paper Questions Mark Schemes

13. What words do we use to set questions in our lessons?

14. More suitable for lower key stages? http://morethanenglish.edublogs.org/for-teachers/blooms-revised-taxonomy/

15. http://www.educatorstechnology.com/2013/04/dont-miss-this-awesome-blooms-taxonomy.html More suitable for higher key stages?

16. How many command words or questions stems do you think there are across the awarding bodies for Geography GCSE? 3710+5

17. Discuss Low Level Response Questions (Lower Order Thinking) Medium Level Response Questions (Progressive Order Thinking) High Level Response Questions (Higher Order Thinking) Analyse Explain Compare Suggest why Describe Give reasons Define Name Suggest how Give Identify Put Underline Complete Circle Label Find State Shade Choose What Select Choose Summarise With reference to Assess Suggest Reasons To what extent Comment on Discuss Contrast Examine Evaluate Extension: Can you spot the A level specific command words? Aim 2: Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes

18. Discuss Low Level Response Questions (Lower Order Thinking) Medium Level Response Questions (Progressive Order Thinking) High Level Response Questions (Higher Order Thinking) Analyse Explain Compare Suggest why Describe Give reasons Define Name Suggest how Give Identify Put Underline Complete Circle Label Find State Shade Choose What Select Choose Summarise With reference to Assess Suggest Reasons To what extent Comment on Discuss Contrast Examine Evaluate Extension: Can you spot the A level specific command words? Aim 2: Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes

19. Discuss Low Level Response Questions (Lower Order Thinking) Medium Level Response Questions (Progressive Order Thinking) High Level Response Questions (Higher Order Thinking) AnalyseExplain Compare Suggest why Describe Give reasons Define Name Suggest how Give Identify Put Underline Complete CircleLabel Find StateShade Choose What Select Choose Summarise With reference to Assess Suggest Reasons To what extent Comment on Discuss Contrast Examine Evaluate Aim 2: Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes

20. Low Level Response Questions (Lower Order Thinking) Medium Level Response Questions (Progressive Order Thinking) High Level Response Questions (Higher Order Thinking) Aim 3: Consider the level of “pitch” in your forthcoming assessments

21. Low Level Response Questions (Lower Order Thinking) High Level Response Questions (Higher Order Thinking) Medium Level Response Questions (Progressive Order Thinking)

22. Low Level Response Questions (Lower Order Thinking) High Level Response Questions (Higher Order Thinking) Medium Level Response Questions (Progressive Order Thinking)

23. Low Level Response Questions (Lower Order Thinking) High Level Response Questions (Higher Order Thinking) Medium Level Response Questions (Progressive Order Thinking)

24. Low Level Response Questions (Lower Order Thinking) High Level Response Questions (Higher Order Thinking) Medium Level Response Questions (Progressive Order Thinking)

25. Low Level Response Questions (Lower Order Thinking) High Level Response Questions (Higher Order Thinking) Medium Level Response Questions (Progressive Order Thinking)

26. Low Level Response Questions (Lower Order Thinking) High Level Response Questions (Higher Order Thinking) Medium Level Response Questions (Progressive Order Thinking)

27. Workshop 4: 9 – 9.50am Writing with Confidence: Purposeful Assessment Questions Session Aim -To reflect on the assessment changes across the key stages. -Begin to think about preparation for summative assessments without past papers, examiners reports and mark schemes. -Consider the level of “pitch” in your forthcoming assessments. Any Questions/Comments?