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The GLP is funded by The UK Government Progression and assessment in Geography: Global Learning.

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Presentation on theme: "The GLP is funded by The UK Government Progression and assessment in Geography: Global Learning."— Presentation transcript:

1 The GLP is funded by The UK Government Progression and assessment in Geography: Global Learning

2 The GLP is funded by the UK government Introducing this presentation Outlines guidance on progression and assessment in GeographyOutlines guidance on progression and assessment Reviews key assessment practices, and suggests opportunities and choices for you to review your assessment system and how you make judgementsassessment Applies this thinking to Global Learning: There is also a user commentary in the notes. For more detail, see the GA’s guidance on progression and assessment in Geography.guidance on progression and assessment

3 The GLP is funded by the UK government PROGRESSION: What is progression? ‘A teacher’s main task is to create opportunities for their students to progress’ Taylor ‘If we did not hope that students would progress we would have no foundation on which to construct a curriculum or embark on the act of teaching’ Daugherty 1996.

4 The GLP is funded by the UK government The three aspects of pupils’ achievements The Geography guidance identifies three aspects of achievement, five dimensions of progress, and expectations for ages 7, 9, 11, 14 and 16. The three aspects of achievement in Geography are: 1.Contextual world knowledge of locations, places and geographical features. 2.Understanding of patterns and processes. 3.Competence in geographical enquiry, and the application of skills. Full version here.here.

5 The GLP is funded by the UK government Five dimensions of progress: What does it mean to get better in Geography? Greater fluency with world knowledge, drawing on increasing breadth and depth of content and contexts. Extending from the familiar and concrete to the unfamiliar and abstract. Making greater sense of the world by organising and connecting information and ideas about people, places, processes and environments. Working with more complex information about the world, including people’s attitudes, values and beliefs. Increasing the range and accuracy of pupils’ investigative skills, and increasing independence in enquiry.

6 The GLP is funded by the UK government Expectations in Geography The benchmarks reflect the three aspects of achievement and five dimensions of progress – they add up to expectations for ages 7, 9, 11, and 14 to 16. You could use these benchmarks: to inform your understanding of progression and expectations in Geography at these ages by modifying them to set standards in your school to inform your medium-term/unit plans, e.g. for global learning. Download the benchmarks in full from the GA site together with more ideas about how to use them.GA site

7 The GLP is funded by the UK government Linking three aspects of achievement with the benchmarks Unit A: Medium-term plan with detailed objectives and criteria, e.g. for Global Learning

8 The GLP is funded by the UK government Medium-term thinking Global Learning example: developing countries Key Stage 2 – Pupils will show evidence of: Contextual knowledge Locational knowledge of the places and features studied Understanding Life in a region of a developing country: environment, physical and human characteristics. Similarities and differences compared with other parts of the country; reasons How the place is changing, and how people and communities can improve where they live. Geographical enquiry Using atlas and graphic skills to locate, describe and begin to explain distributions and connections.

9 The GLP is funded by the UK government Medium-term thinking: criteria for ‘developing countries’ Your expectations turned into criteria for age 11: Pitch, for example pupils can: locate some of the world's (developing) countries using maps, globes and atlases describe similarities and differences between and within different areas/regions begin to explain how and why places are different describe ways places are changing, and explain why give examples of and understand how and why people and communities can improve where they live.

10 The GLP is funded by the UK government Global Learning: medium- term examples You can download the detailed plans for Key Stage 1/2 and Key Stage 2/3 here.here Choose from plans for four global learning themes - (e.g. the previous slide: Developing Countries, Key Stage 2). Then choose from ideas for these three sections: 1.A unit overview: to anchor the work in the wider curriculum (e.g. an achievement summary) 2. Objectives possibilities: 3. Criteria (to shape assessment)

11 The GLP is funded by the UK government ASSESSMENT: three levels of thinking Periodic Day-to- day Transitional Focus: short-term, formative assessment AfL; immediate feedback and next steps: directly supports progress. Focus: medium-term, formative/summative Broader view of progress and improvement; making interim judgements by applying expectations in the classroom. Focus: long-term, summative Formal recognition of achievement, based on Geography benchmarks. Reported to parents/carers and next teacher/school.

12 The GLP is funded by the UK government Short-term assessment: day-to-day You could apply these AfL practices to global learning: objectives and success criteria shared with pupils, and regularly reviewed modelling quality; examples of quality work shared with pupils to set expectations, promote progress a questioning classroom self- and peer-assessment formative feedback and subsequent improvement having confidence in quality and improvement for all.

13 The GLP is funded by the UK government Medium-term assessment: periodic Using the objectives and criteria for global learning, you could: share them with pupils adapt or add to the objectives express outcomes based on knowledge/understanding/enquiry make some objectives/criteria more demanding, to allow for differentiation or progression within the unit plan a variety of assessment formats for different aspects of achievement make judgements about attainment in relation to this work, e.g. ‘working towards’, ’met’, ’exceeded’.

14 The GLP is funded by the UK government Different assessment formats across a unit might look like Key Stage 3 Progress checks: Globalisation and interdependence Week 3Short test on trade vs. Fairtrade example Week 7Group display: comparing the advantages and disadvantages of a globalisation study on two places Week 9Book check: paired classes across year group Week 11–12 Enquiry: impact of globalisation and interdependence in the local area, assessed using criteria for the unit EndPupil evaluation /teacher progress review

15 The GLP is funded by the UK government Drawing these threads together This guidance is designed to inform your professional thinking and decisions, and to help you set expectations for pupils’ attainment and progress in global learning. Underpinning your planning with clear expectations will help you ramp up the demand/challenge across units/the key stage. So, pupils recorded as ‘meeting expectations’ in successive units/years will inevitably make progress.


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