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

The GLP is funded by The UK Government

Progression and assessment inGeography: Global Learning

The GLP is funded by the UK government

Introducing this presentation

• Outlines guidance on progression and assessment in Geography

• Reviews key assessment practices, and suggests opportunities and choices for you to review your assessment system and how you make judgements

• 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.


PROGRESSION: What is progression?

• ‘A teacher’s main task is to create opportunities for their students to progress’ Taylor 2013.

• ‘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.


The three aspects of pupils’ achievementsThe 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.


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.


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.


Linking three aspects of achievement with the benchmarks

Unit A: Medium-term plan with detailed objectives and criteria, e.g. for Global Learning


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; reasonsHow 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.


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.


Global Learning: medium-term examples

You can download the detailed plans for Key Stage 1/2 and Key Stage 2/3 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)


ASSESSMENT: three levels of thinking

Periodic

Day-to-day

Transitional

Focus: short-term, formative assessmentAfL; immediate feedback and next steps: directly

supports progress.

Focus: medium-term, formative/summativeBroader view of progress and improvement; making interim judgements by applying expectations in the classroom.

Focus: long-term, summativeFormal recognition of achievement, based on Geography benchmarks. Reported to parents/carers and next teacher/school.


Short-term assessment: day-to-dayYou 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.


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’.


Different assessment formats across a unit might look likeKey Stage 3

Progress checks: Globalisation and interdependence

Week 3 Short test on trade vs. Fairtrade example

Week 7 Group display: comparing the advantages and disadvantages of a globalisation study on two places

Week 9 Book 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

End Pupil evaluation /teacher progress review


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.

Documents

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