Progression and assessment in Geography: Global Learning

1. Progression and assessment inGeography: Global Learning

2. 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.

3. 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.

4. The three aspects of pupils’ achievements • The 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: • Contextual world knowledge of locations, places and geographical features. • Understanding of patterns and processes. • Competence in geographical enquiry, and the application of skills. • Full version here.

5. 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.

6. 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.

7. Linking three aspects of achievement with the benchmarks Unit A: Medium-term plan with detailed objectives and criteria, e.g. for Global Learning

8. Medium-term thinking Global Learning example: developing countries

9. 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.

10. 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: • A unit overview: to anchor the work in the wider curriculum (e.g. an achievement summary) • 2. Objectives possibilities: • 3. Criteria (to shape assessment)

11. Day-to-day Periodic Transitional ASSESSMENT: three levels of thinking • Focus: short-term, formative assessment • AfL; immediate feedback and next steps: directly supports progress. Focus: medium-term, formative/summative Broader view of progress and improvement; making interim judgements by applying expectations in the classroom. Focus: long-term, summative Formal recognition of achievement, based on Geography benchmarks. Reported to parents/carers and next teacher/school.

12. Short-term assessment: day-to-day • You 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.

13. 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’.

14. Different assessment formats across a unit might look like

15. 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.