Ensuring Excellence in Post 16 Geography teaching Elizabeth Bryant Ousedale School
Sixth Form: 400 Ousedale School Dual campus academy 2,200 students Progress 8: 0.18 Ebac bucket: 0.16
Geography in the Sixth Form Sixth Form entry requirements: 5 GCSEs Geographers have a broad ability range Target Geography GCSE: A*-A = 46% 50+ students per year (25%) Students exceed their targets: Target A*B = 50% Actual A*B = 59% On average 50% go on to Geography related courses Year 12 No A 20 B 16 C 23 D 4 A Level only
Key challenges for us at Ousedale: 1. The more challenging content and concepts 2. The mathematical and statistical tools 3. Enabling 50 students to undertake an individual investigation 4. Working with Assessment Objectives now that they are explicitly part of the mark scheme.
Assessment: Understanding questions and mark schemes
Demonstrates Applies
6 mark explain or suggest reasons question- referring to stimulus material: AO1 and AO2 (level marked) Paper 1 Q2 Glaciation Study Figure 2 shows a lowland glaciated landscape during and after glaciation. 2 (a) Study Figure 2A. Explain how meltwater has contributed to the formation of the proglacial features shown. (6) 2 b) Study Figure 2B. Explain how the landforms shown in Figure 2B can be used to help reconstruct ice movement. (6) Paper 1 Q3 Coasts Study Figure 3. 3 (a) (i) Explain the formation of the cliff profile shown in photograph 3A. (6) 3 a(ii) Explain the influence of rock structure and lithology on the physical features shown in photograph 3B. (6) Paper 2 Q3 Regeneration 3 Study Figure 1. 3a(ii) Suggest reasons for the relationship between proportion of vacant land and distance from the CBD of Detroit. (6) Paper 2 Q4 Diverse places 4 Study Figure 4 4(ii) Suggest why some areas in Chicago have a greater degree of ethnic segregation than others. (6) Paper 2 Q5 Health, Human rights and intervention 5 Study figure 5 5 (b) Suggest reasons for the relationship between Human Development Index and Gini Coefficient scores. (6)
Level Mark Descriptor AO1 (3 marks) AO2 (3 marks) = 6 marks 0 No rewardable material. Level 1 1 2 Demonstrates isolated or generic elements of geographical knowledge and understanding, some of which may be inaccurate or irrelevant. (AO1) Applies knowledge and understanding to geographical information inconsistently. Connections/relationships between stimulus material and the question may be irrelevant. (AO2) Level 2 3 4 Demonstrates geographical knowledge and understanding, which is mostly relevant and may include some inaccuracies. (AO1) Applies knowledge and understanding to geographical information to find some relevant connections/relationships between stimulus material and the question. (AO2) Level 3 5 6 Demonstrates accurate and relevant geographical knowledge and understanding throughout. (AO1) Applies knowledge and understanding to geographical information logically to find fully relevant connections/relationships between stimulus material and the question. (AO2)
Ousedale s approach to teaching the new course some ideas. 1. Early fieldwork 2. Developing resources to enable students to draw conclusions 3. Encouraging independence
1. Early fieldwork: How and why do places vary? - An in depth study of the place where you live and a contrasting place Reasons for change including globalisation Social and economic characteristics Rural Deprivation Rural - Southern Lakes Urban Grange over Sands Local economies and employment The need to regenerate? Rebranding Strategies Investigation: Grange over Sands Chapel Stile: Virtual fieldwork
Glaciation and Regeneration
2. Resources Specification: 3.3 Globalisation has affected some places and organisations more than others There are physical, political, economic and environmental reasons why some locations remain largely switched off from globalisation ( North Korea, Sahel countries).
Would TNCs be lining up to invest in Chad? What would they be looking for?
3. Encouraging independence Padlet Board a way of encouraging students to read beyond the subject and prepare for the lesson.
The Foundations Inspirational teachers with excellent subject knowledge Good relationships High expectations Checking learning and progress Building geographical knowledge and skills throughout the Key Stages Providing opportunities: Trips and visits + Save the Children