Over two years of work and feedback with A Level students at my college has enabled me to put together this detailed guide, (please note the preview below only shows 3 random pages selected by TES). The guide, which covers all the elements the students find tricky. From picking a topic, to how to structure their questions, to which fieldwork to undertake, how to present it, how to analyse it and how to write the final report.
Feedback from students is - this makes it manageable to be completely independent and confident you are doing the right thing.
Feedback from moderation and results - our wholly independent reports were outstanding examples of students exploring Geography using the skills they’ve been taught. The entire cohort studied different individual titles. All gained A* to C grades and scored very high in their section 4 NEAs.
Section 1 helps them plan their study.
Section 2 helps them write it up.
This document has meant we’ve used no lesson time writing up the reports this year, it was all completed to a very high standard over the holidays, and handed in by October half term.
I���ve received a lot of praise for my scheme of work in observations, it has evolved over the last 5 years and I’m now really happy with my standard lesson planning structure. All new lessons slot into this format (for all subjects). This example is for an intro lesson to Tectonics as AS.
Update December 2018 - just been observed, outstanding again - planning, stretch, english and maths, AfL AoL E&D and British Values all included
These are so useful for AS and A Level students, they find them a good way to trigger some investigation into their notes or the text book.
My most recent A*-C group found them useful in class because if the students pick a question for a classmate there is no hiding, sometimes we have to ‘phone a friend’ and see if anyone can answer it, this shows up the gaps in knowledge and we make more notes, get the old lesson powerpoint out and recap what is missing.
The theme of the question can also be used with multiple command words, this builds confidence and depth of knowledge. It is handy for working through from describe, explain, assess, evaluate, describe a case study, recall the facts you remember about… to compare that with and what is your standpoint in relation to,
Presentation created from scratch to match the specification and activities in BTEC Book 2, as well as a set of cards to stimulate class discussion, sorting exercise and categorising activity. A worksheet to consolidate knowledge which can then be used to prepare the analysis/ merit elements of the final assignment for this unit.
ArcGISonline has a really helpful tool called Community Analyst that will allow you to produce outstanding secondary research on your study locations for your NEA.
Requires an ArcGISonline education license
This step by step activity will help you navigate the tools for the first time and enable you to make use of these incredible tools.
Grab a full set of Unit 7 learning mats, tried and tested with this years new spec cohort, students love being able to consolidate their notes into one place. Works well for revision and planning how to approach the Part A of a set task.
A step by step scaffolded tool for consolidating theory and encouraging students to apply the knowledge from block diagrams and theories of plate tectonics together and make arguments.
First step is to draw the subduction zone benioff zone block diagram and annotate it.
Then draw the subduction zone chain of volcanos scenario and annotate it
Then make arguments about how well these two bits of scientific understanding support the differing plate tectonic theories.
Final part is a gapped summary with assessment embedded to enable the weaker students to see how to build an argument.
Worked well with year 1s today, showed up gaps in understanding around formation of volcanoes near ocean trenches.
Questions from across the Pearson / Edexcel Spec for A Level Geog Superpowers. Use these at home for revision one a day style or in class and bounce the questions between students. My A* - C group really found these helpful, they show up gaps in knowledge, there is no hiding and each question turns into a group discussion, recalling case studies and detail.
all the powerpoints, handouts and activities needed to deliver Unit 5 successfully. All original created from scratch using the specification, teaching case studies borrowed from A Level Geography (my other subject).