1. Evidence 1 (1a) Context: This task was part of the Moving Stories unit where students understood that the census was one way used by the government to monitoring and finding out information about our population. Students We started by looking at historical census from 1851 and comparing the types of question with the 2011 census. Students completed each census and we discussed the relevance of certain types of question in our society today. We also discussed the difference between open and closed questions. Each pupil was asked to writ their own census of 10 questions. The best questions would then be drawn together to complete a whole school census in September. Justification: This piece of work was designed to coincide with the 2011 census so that pupils would understand the significance of the actual event and directly linking classwork to their everyday experience.

2. Evidence 2 (1b) Context: There are many opportunities in the curriculum for students to demonstrate their understanding of concepts such as place, scale, process and interdependence. The work shown are examples of an introductory Year 7 task where students are asked to prepare and present a place/s that has meaning for them. They had to describe where it is, what makes it distinct and how it relates to the wider world. Justification: Comparison between and discussion of the places selected reinforces an understanding of differences of scale and interdependence.

3. Evidence 3 (2b) Context: Two years ago, the department restructured its programmes of study to create a more exciting curriculum that was more relevant to the students. Part of this involved giving students more control over their own curriculum by allowing them to select the topics they would study. In addition to a discussion of the topics on offer, we have put together an introductory video to wet their appetites! They are then given voting slips and make their choice a la the X Factor  Justification: We want the students to be enthusiastic about the subject and taking ownership of their learning has kept things dynamic. It also makes Geography distinct from other subjects. Click to Play

4. Context: At the end of each unit of work each student completes a questionnaire reflecting on the topic and evaluating their work. Justification: The questionnaire gives students the opportunity to make suggestions and offer feedback. It also allows them to assess their strengths and weaknesses in addition to demonstrating what they have learnt. It is a very useful tool when for developing lessons in the future depending on what the students have found useful and enjoyable. Evidence 4 (2c)

5. Evidence 5 (3b) Context: Students are given a overview checklist at the beginning of each unit recording key skills, tasks, knowledge and understanding. When a student feels they have achieved each target they tick the box which is then checked and signed off by their teach er. Justification: Each target in the overview checklists increases in complexity from the one before. This gives students a sense of achievement when they check off a target but also allows him to assess their progress within the topic and whether they need additional support.

6. Evidence 6 (3c) Context: This is an entry for the Young Geographer of the Year Competition 2010. Year 9 were asked to submit an entry (800 word report, video or poster) on the ‘Future of Forests’. Projects considered our role in the destruction and conservation of forests and the need for sustainable management in a global context. This entry was Highly Commended in the competition. Justification: The task focused on students’ response to a global issue.

7. Evidence 7 (4a) Context: Adapted from Margaret Roberts’ emotional mapping, students are given a map of the school and plot their emotional response to areas around the site. The devise their own emoticon key for this. They then analyse which areas make them feel most/least comfortable and they give a justification for why they think this is. Students write a letter to the Headteacher about their findings and their views are represented at the School Council. Justification: This activity encourages students to express their views and experiences about a space that is personal to them. It can also result in positive physical change to their everyday environment.

8. Evidence 8 (4b) Context: The whole Key Stage 3 curriculum has been reviewed and re-written over the past two years to stimulate a sense of awe and wonder and excitement about the world amongst the students. The following programmes of study incorporate activities that do this. Justification: Included are 3 units on ‘Cool Geographies’, ‘’Who do we think were are?’ and ‘The Geography of my Stuff’ that emphasis the diversity of the geography curriculum and focus on places and issues at local, national and an international scale. Within each unit key questions are raised based around concepts of place, space,, interdependence and diversity.

9. Context: The photographs show pupils using a range of kinesthetic activities and resources to reinforce learning. These include the building of shanty houses that are tested for water resistance, the design and construction of earthquake proof buildings using spaghetti and volcano models made from paper mache. Also shown are students playing the ‘sweatshop ‘ game and creating pop up headlands. Justification: This examples form part of a wider sequence of enquiry which enrich an understanding of each place or topic studied and allow for personal response and interpretation . Evidence 9 (5a1)

10. Context: The mystery was created by a member of department and is tied in with the ‘Cool Places’ unit, focusing on the conflicts that exist in Antarctica and the different people who are threatening this delicate environment. Students begin with the enquiry question around the murder of environmentalist, Peter Magnuson. They are given mystery cards to build up a case against each of the 5 suspects. They then present their findings. Justification: This exercise combines analysing evidence, debate with peers and reasoned decision making. Evidence 10 (5aii)

11. Evidence 11 (5bi) Context: The photos and samples of work are from the annual ‘I love geography’ competition. Winning entries receive a ‘Geographer’ badge. Students are to explain why they love geography in a format of their choice. Entries have included posters, keyrings, haiku poems, raps, videos, songs and some geography cupcakes! Justification: This competition is run near the end of the academic year and provides a platform for students to reflect on the geography they have learnt since September. It gives the students free rein to express themselves and they have fun.

12. Evidence 12 (5biv) Context: The Department has been fortunate enough to make good links with the British Antarctic Survey and recently one of our Year 10 students spent a week with members of the research team. This is a report he produced about his experience. Justification: Rory was able to use many of the skills taught in Geography lessons during the week including the use of geographical mapping tools, rock analysis and expedition planning. Rory had first hand experience of using geographical skills in a workplace.

13. Evidence 13 (5ci) Context: To encourage monitoring of pupil progress, each student is given an assessment diary at the beginning of the year. The diary contains a break down of each end of unit assessment, level criteria and an opportunity for pupil reflection. Each term, the diaries go home and are read and signed by parents. An end of year target level is also added. Justification: The assessment diaries allow a dialogue between teachers, students and parents where each can monitor progress and identify areas for development. A range of assessment techniques are used including newspaper articles, booklets, posters, creation of a newsfeed, and formal examination.

14. Evidence 14 (5cii) Context: One of the ways in which we assess what students have learnt during a lesson is by posing a question at the beginning and evaluating their answer at the end. For example, this PowerPoint starts with a question to engage and challenge. Students use their mini whiteboards to come up with some initial ideas. Over the course of the lesson students refine their answer (in this case by looking at plant adaptation, environment and competition). By the end of the lesson students refine and add to their initial answers and share these. The use of mini whiteboards allows the teacher to assess individual understanding. Justification: This method allows for students to assess their own learning and compare their learning with others. It is a useful tool to assess the progress of each student without formal assessment.

15. Evidence 15 (6c) Context: This is the department’s plan for 2010-2011. The plan is written by all members of the department and involves a review and evaluation of the past academic year and key areas for development in the coming year. This plan and outcomes are approved by senior management. Justification: The plan successfully recognises the strengths of the department and targets areas for development including CPD training, resources and curriculum review all of which improve the quality of geography in the school.

16. Evidence 16 (6d) Context: These images a range of displays from the geography classrooms. Displays include examples of students work, such as Year 9 plate margin Facebook profiles and interactive resources such as De Bono’s thinking hats, a cartoon wall, a question wall, time zone clocks and a ‘Where Have you Been?’ postcard wall. Justification: Staff teach in dedicated geography rooms that have a very distinct geographical identity. Displays of students work are regularly updated. The interactive wall displays have a direct impact on learning in geography as they are incorporated into lesson activities.

17. Evidence 17 (7a) Context: The photographs show involvement in a range of charity and school wide curriculum days including ‘Green Day’ Relief for Christchurch earthquake and a Gardening group. Justification: The Geography Department played a leading role in organising these days. The school is developing its Green Agenda and reinforces the school’s teaching and learning policies, both of which the department plays a strong role in shaping.

18. Evidence 18 (7c) Context: The document was generate in partnership with the Sedgwick Museum in Cambridge. It brought together teachers from across the local area to plan cross-curricular units related to the life and work of Charles Darwin. Justification: The department recognises links with other schools and outside organisations can enrich the geography curriculum. This also allows students to study a topic in greater depth and have access to a range of resources.