SGQM PPt Evidence Presentation

1. Slide 1
Evidence: 1a
Context
Students relate geographical thinking
with their everyday experiences, so
that the relevance of geography is
clear to them.
Justification
Examples of student work focussing on
local and topical events within
Geography.

2. Slide 2
Evidence: 1e
Context
The curriculum incorporates effective
use of ICT, maps and fieldwork where
appropriate. This should include GIS
where possible and the use of high
quality images and/or visualisation
software.
Justification
Evidence shows Year 7 local
knowledge movie which incorporated
Map Skills. Year 8s working on ICT
based project linked to globalisation.

3. Context
Slide 3 Student views are sought formally as
part of the departmental evaluation
process and appropriate feedback is Evidence: 2a
provided.
Justification
Examples of parental and student
evaluation carried out termly by all Key
Stage 3 and 4 students. Examples of
Year 10 GCSE work that with
consultation with student voice
created a series of model answers to
assist student achievement.

4. Slide 4
Evidence: 2c
Context
Reflection and evaluation are regular
features of students’ learning in
geography.
Justification
Examples of TEEP lesson planning and
http://www.youtube.com/watch?v=JFcvxeKLqkU an active TEEP lesson with students
showing review and reflection of their
learning.

5. Slide 5
Evidence: 3b
Context
Students are aware of their standards
and achievements and can show how
they developed geographical thinking.
Justification
Examples of students’ work showing
creativity, use of ICT and perceptions
of Geography and location such as the
guide of Japan written by a student
who lived in japan for some years.

6. Slide 6
Evidence: 3c
Context
Students can show a growing
understanding of global citizenship and
sustainable development.
Justification
Students carry out work looking at
other nations around the world and
their culture, the BedZED example is
part of a series of work looking at
sustainable development in Great
Britain.

7. Slide 7
Evidence: 4b
Context
The department stimulates an
interest in, and a sense of wonder
Key Stage 3 Geography Club about places at a variety of scales
and in a variety of locations
around the world. The curriculum
explicitly develops students
learning about community and
diversity at a variety of scales.
Justification
Examples of student enrichment
with a photo of 50 Geography
students in February 2012 on the
Bay of Naples tour. Picture of the
Australia Quiz Geography club in action
completing work on a country.
Finally an email showing the
itinerary of a Key Stage 5 visit to a
local university for a series of
lectures.

8. Year 10 - The Three Gorges Dam Project - China
Slide 8
Look at the pictures and write
down 3 questions you have about
Evidence: 4c
this project. Once you have done
this share them with your
partner.
Context
Students understand that
environments (physical and human)
are always changing, often threatened
and sometimes improved, by a wide
range of interrelated human and
physical processes.
Justification
An example of one of the numerous
opportunities in our curriculum to
develop enquiry and debate linking to
the changes of our physical
environment and the human impact.

9. Year 10 - The Three Gorges Dam Project - China
Slide 9
Evidence: 5ai
Context
Studies of places and topics are
underpinned by a variety of types of
geographical resources and media.
These evidence a variety and range of
perspectives.
Justification
An example of audio learning and
accelerated learning which is
embedded in all programmes of study
across all Key Stages.

10. Slide 10
Evidence: 5aii
Context
Students become questioning learners
through engaging in a range of enquiry
activities, including decision making
and dialogue.
Justification
An example of a Year 10 student
completing a programme of work on
the destruction of the Amazon
Rainforest.

11. Slide 11
Evidence: 5bv
Context
Students are supported and guided to
reflect on their learning and are aware
of how to improve the quality of their
geographical thinking. This is
supported by Assessment for Learning
strategies.
Justification
Examples of creative Geography that is
supported with learning ladders and
grade descriptor to produce
outstanding pieces of work.

12. Slide 12
Evidence: 5biii
Context
Individual learning needs are
referenced in the planning process and
there is evidence as to how the
geography curriculum has been
planned to support individual
achievement.
Justification
Examples of schemes of work across
all Key Stages that have been written
to assist all students’ learning.

13. Slide 13
Evidence: 5c ii
Context
Pupils are involved regularly in
assessment processes which are
closely based on Assessment for
Learning principles.
Justification
An example of AFL within a lesson
linked to peer assessment within a
Year 7 Geography class. A snapshot of
the Traffic Light Week student
evaluation which is performed once a
term for all students.

14. Slide 14
Evidence: 5c i
Context
There is evidence of a range of
assessment methods, both formal and
informal, employed to monitor pupils
progress and their developing
understanding, knowledge and skill in
geography.
Justification
Two examples of completed student
work during Traffic Light Week
showing self-reflection and progress.

15. Slide 15
Evidence: 6a
Context
The department has a clear shared
vision and the subject leader creates a
supportive environment for creative
teaching and learning.
Justification
Examples of departmental meetings
that are carried out twice a half term
and a completed work scrutiny pro-
forma that was discussed with a
colleague to improve marking of
students’ book.

16. Slide 16
Evidence: 6c
Context
Strengths and areas for development
that will improve the quality of
geography in the school are clearly
identified by the team and then
prioritised and actioned.
Justification
Tracking and monitoring examples and
intervention that will enable
Geography teachers and the
department to have a clear
understanding of how they need their
students to improve.

17. Slide 17
Evidence: 7b
Context
There are liaison activities with local
primary and / or feeder schools, which
inform transition year curriculum
experiences.
Justification
Students from primary schools that
the Geography teachers taught this
year looking at the Olympic Games
which culminated in the Torch relay
outside our school.

18. Slide 18
Evidence: 7c
Context
Links are made beyond the
department in order to inform and
enhance the geography curriculum e.g.
with local businesses, NGO’s and
community representatives.
Justification
The picture shows our involvement in
the Torch relay and our connections to
our sister school in China which
included students working with an
outside architect looking at
sustainable development in China with
our business and ICT colleagues.