Progress in Geography: Key Stage 3: Motivate, engage and prepare pupils

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Piaget found that from about age 12, a student will begin to think abstractly and reason about hypothetical problems. They begin to use deductive logic. Carefully planned experiences will help students to develop ways of thinking geographically and acquire skills with which they can interpret these experiences and geographical information. To help students make progress, teachers must have a clear understanding of the learning that they need to do, where they are now and how best to help them bridge the gap In their Teaching Geography article from Summer 2014, ‘Assessing without levels’ Paul Weeden and John Hopkin say: Since the removal of level descriptions in 2013, schools have had the responsibility of deciding how to assess students’ progress and teachers must exercise their professional judgement to do this. Identifying student progress is not about measuring ‘outputs’; it is a professional judgement about what students know and understand. This sets out the age-related benchmark expectations for 7, 9, 11, 14 and 16 years, developed by the Geographical Association to provide a national framework for teachers to use. They are aligned to the 2014 National Curriculum requirements and to GCSE subject content.

Students do not progress in their geographical learning by simply accumulating geographical knowledge. Progression in geography is best seen in geography as a web of linked ideas. It involves development of geographical thinking, and showing the ability to identify geographical relationships and make connections between geographical phenomena. Progression is indicated by increasing student fluency of geographical understanding in different and more complex situations. If your paper is accepted, you must include a link on your preprint to the final version of your paper. Progress in Environmental Geography adheres to the Chicago Manual of Style. View the guide here to ensure your manuscript conforms to this style.Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the Progress in Environmental Geography editorial office as follows: What underpins all assessment of student’s progress is the teacher’s informed professional judgement. Test scores only show whether the student knows what was tested. It might show they know more when the snapshot is taken, but it does not reflect true progress in geographical understanding. Only the teacher can make a judgement about the degree of progress a student is making through the curriculum. Any correspondence, queries or additional requests for information on the manuscript submission process should be sent to the Progress in Human Geography editorial office as follows: text annotation or visual organisers such as thought mapping, storyboards, concept mapping or timelines From time to time PiHG publishes book review symposia that allow extended and multiply authored critiques of significant works with a response from the author. The journal sometimes publishes book review essays.

This course will help you successfully lead primary geography and raise the standard of geography teaching and learning in your school and provides a range of ideas for planning, assessing and teaching high-quality geography. Environmental geography is an exciting and creative meeting ground for advanced inquiry on the interactions between people and their environments, both natural and built. This well-established field at the intersection of human and physical geography has become particularly prominent with rising awareness of human influence on the Earth locally, regionally, and globally. As well as conceptual development, students mature in the affective domain. This is linked to the extent to which students are sensitive to the views of others; can engage in rational discussion; can diagnose issues and responses; and understand that solutions sometimes require compromise. share/moderate this portfolio which exemplifies and evidences your standards and progress with colleagues, pupils, governors, inspectors, other schools

Authors seeking assistance with English language editing, translation, or figure and manuscript formatting to fit the journal’s specifications should consider using Sage Language Services. Visit Sage Language Services on our Journal Author Gateway for further information. See https://sagepub.com/Manuscript-preparation-for-double-blind-journal for detailed guidance on making an anonymous submission.

Bear in mind that when you use formative assessment in a lesson and sequence of lessons, and have gauged how well students are meeting the objectives, you need to decide if you need to adjust your teaching accordingly. Therefore, however good your plan, it should not be ‘written in stone’. The Ofsted Research Review for geography (2021) is critical of the latter because ‘ the nature of the geography curriculum, being cumulative, means that knowledge of complexity is often not reached until pupils are nearing the end of the key stage.’ Progress means that students are getting better at geography. They do this by broadening their experience and acquiring more knowledge and understanding by engaging with new ideas, applying the ideas to different contexts and consolidating this learning. In this way students develop their understanding of important geographical concepts and gradually build connections within their geographical schemas; in doing so they are making progress. Ask yourself: Do the objectives you have written set expectations that require students to progress beyond their previous attainment? For example, do they use new concepts and ideas, expect geographical skills to be used in more complex or precise ways and require deeper understanding of a geographical process? Making progress is closely linked to a student’s maturation and conceptual development as well as their experiences. At key stage 3 for example, many students will experience considerable intellectual development between the ages of 11 and 14 which will affect their style of reasoning and extend their abilities to form concepts and explore relationships.Specifically designed to provide a solid foundation for the 2016 GCSE specifications, this Student Book takes an enquiry-based approach to learning within each unit and lesson. This involves more than just identification, description and explanation of a geographical feature. The nature of the feature, and the quality of description and explanation are all relevant to demonstrating progress.