Ensuring Excellence in Post 16 Geography
teaching
Elizabeth Bryant
Ousedale School
Ousedale School
Dual campus academy
2,200 students
Progress 8: 0.18
Ebac bucket: 0.16
Sixth Form: 400
Geography in the Sixth Form
• Sixth Form entry requirements: 5 GCSEs
• Geographers have a broad ability range
Geography GCSE: A*-A = 46%
• 50+ students per year (25%)
• Students exceed their targets:
Target A*B = 50%
Actual A*B = 59%
Year 12
Target
No
A
20
B
16
C
23
D
4
• On average 50% go on to Geography related courses
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)
AO1 (3 marks) AO2 (3 marks) = 6 marks
Level
Level 1
Mark
Descriptor
0
No rewardable material.
Demonstrates isolated or generic elements of geographical knowledge and
understanding, some of which may be inaccurate or irrelevant. (AO1)
1–2
Applies knowledge and understanding to geographical information
inconsistently. Connections/relationships between stimulus material and the
question may be irrelevant. (AO2)
Level 2
Level 3
3–4
5–6
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)
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