Progress in Geography
These are some of the common criteria teachers are looking for when assessing student work
Levels 4-5
Knowing - and using - key geographical questions to study a feature.
Accurate use of geographical terms in the correct context.
Sophisticated description using a range of information sources.
Encouragement to explain features as well as describe.
Showing balance with the pros and cons of a course of action or process
Carrying out personal studies making appropriate use of secondary sources.
Levels 5-6
Using geographical questions with the minimum of prompting.
Familiarity - and use of - geographical vocabulary to describe environments.
A readiness to explain features as well as describing them accurately.
Able to show how geographical patterns are related to their location
A search for the causes of processes, and the consequences of processes.
Being able to see different points of view on an issue
Able to suggest solutions to geographical issues.
Levels 6-7
Regular Explanation of the features they are accurately describing.Combining sources of information to notice patterns.
Noticing contradictions, oddities and anomalies.
Being able to explain why ‘change' occurs in an environment - and the effects of those changes - both on ‘people' and the natural environment.
Able to give a range of reasons for a feature - and a range of consequences.
Noticing networks of explanations showing how things interact or link together.
Can call upon a range of possible solutions for a problem-saying which is the best and why.
Can interpret a variety of data sources and use them to support an argument.
Arriving at a well-judged conclusion which takes into account different points of view - and which is supported by the evidence provided.