Are adapted by teachers in relation to a school’s geography curriculum plan, for example by adding specific places, themes and skills collect small samples of work which exemplify quality work at each benchmark and/or for each aspect: annotate them

Assessment is most effective when it takes into account a broad range of evidence that shows what pupils can do independently. Assessment evidence could include: To consider progression in geography, you need to be clear about what is meant by ‘geographical knowledge’ and ‘geographical understanding’. (Read about these in Subject knowledge and refer to Bennett (2005), see Making connections for geographical learning , if you have not already done so).Based on Bloom’s work, progress in geographical thinking has sometimes been seen in terms of a hierarchy known as Bloom’s Taxonomy . The first, and lowest tier, is ‘remembering’, which includes the recall of factual information and simple description. There is a general consensus amongst geography educators that this is the least demanding intellectually.

Look at these ‘ level descriptions’ as an example of progress in geography from 5 to 14. These level descriptions were intended to be used for a’ best fit’ assessment at the end of each key stage. Perspectives papers must not exceed 8000 words inclusive of endnotes but excluding the Bibliography. Nevertheless, the challenge to make progress in understanding concepts such as interdependence, development, sustainable development, should not be underestimated for a 14 year old student. Teachers must recognise that there are limits to how far it is reasonable to expect key stage 3 students to think in abstract terms. A ‘mixed economy’ of assessment opportunities can be built-in to test a range of pupils’ capabilities and different aspects of achievement in geography. This might include short tests of specific knowledge, more developed enquiries to assess conceptual understanding and skills, and perhaps occasional synoptic assessment such as problem solving or decision-making exercises at the end of a year or key stage. During key stage 3 most students move from being concrete thinkers to become formal operational thinkers. At first their thinking will, for the most part, be tied to concrete experiences and they need to relate their ideas to particular objects, events and situations which have reality for them.a planned end point: all learning intentions should be planned against expectations and with continuous formative assessment of progress in mind. Editors have very broad discretion in determining whether an article is an appropriate fit for their journal. Many manuscripts are declined with a very general statement of the rejection decision. These decisions are not eligible for formal appeal unless the author believes the decision to reject the manuscript was based on an error in the review of the article, in which case the author may appeal the decision by providing the Editor with a detailed written description of the error they believe occurred. See https://sagepub.com/Manuscript-preparation-for-double-blind-journal for detailed guidance on making an anonymous submission. Progress in Human Geography encourages authors to include a declaration of any conflicting interests and recommends you review the good practice guidelines on the Sage Journal Author Gateway.

The ability of students to describe and explain geographical phenomena (e.g. conditions, patterns, relationships changes) are aspects in which students are expected to make progress during key stage 3.

There are no fees payable to submit or publish in this Journal. Open Access options are available - see section 3.3 below. It is published six times per year in paper format and - in Online First - continuously in electronic format. The six editors of PiHG are supported by an international Editorial Advisory Board. You should be aware of the possibility for fundamental change that the removal of level descriptions and Ofsted’s change of policy has had on schools. They are now free to decide how to define, assess and report learning in terms of the progress of individual students. Assessment should be considered when you plan a lesson, not left until afterwards. The essential first step is to identify clear objectives and learning outcomes. Assessment is derived from these. A common pitfall for new teachers is to identify what students are going to do in lessons, rather than what they are going to learn. Avoid this if you are to assess student learning effectively. share/moderate this portfolio which exemplifies and evidences your standards and progress with colleagues, pupils, governors, inspectors, other schools

Plan different assessment activities to give students opportunities to show what they know, understand and can do. The work that students complete provides evidence of their progress. Work, in this sense, can be very varied – such as talk, map drawing, multi-media presentation – it does not have to be written. Some activities provide more evidence than others; for example, an extended piece of writing can be used for a more in-depth assessment than short answers to questions.Progress in Environmental Geography adheres to the Chicago Manual of Style. View the guide here to ensure your manuscript conforms to this style.