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

Product Information

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. Environmental geography highlights the inseparability of social and natural processes and offers unique and fundamental insights on the varied causes and consequences of environmental change and on efforts to mitigate and adapt to it. The field also emphasizes questions of power and justice. It is concerned with the differential responsibilities for environmental change, unequal vulnerabilities among both humans and nonhumans, and the politics of producing knowledge about such change. The benchmark expectations are not for sharing directly with students and are of no use in making day to day assessment. However an understanding of the progression shown in the expectations is essential underpinning for assessment for learning practices.

extended or shorter focused pieces of writing in a variety of different forms for a range of purposes 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.

We urge critical reflection on citation practices and encourage authors to use a citation tool such as the Gender Balance Assessment Tool (GBAT) (shinyapps.io) (for more information see Sumner 2018). 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.

These time-saving editable resources include 150 ready-to-play lessons and additional online materials that support you and your pupils. As part of our commitment to ensuring an ethical, transparent and fair peer review process Sage is a supporting member of ORCID, the Open Researcher and Contributor ID. ORCID provides a persistent digital identifier that distinguishes researchers from every other researcher and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between researchers and their professional activities ensuring that their work is recognised.

Accompanying resources

Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from Sage after receipt of your accepted article.

There are resources to develop your understanding of how to develop map skills in key stage 3 geography.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. Confirm that the listed authors have authorized the submission of their manuscript via third party and approved any statements or declarations, e.g. conflicting interests, funding, etc. 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.