Life after levels - Geography
Contents
Geography Flight path
Geography Step 1
Geography Step 2
Geography Step 3
Geography Step 4
Geography Step 5
Geography Step 6
Geography Step 7
Geography Step 8
Geography Step 9
Geography Step 10
Geography Step 11
Geography Step 12
Geography Flight path
Entry to the school based on KS2 performance / End of Year 7 / End of Year 8 / End of Year 9 / End of Year 10 / End of Year 11Step 12 / Summary of Step 12 / Grade 9
Grade 9
Grade 8
Step 11 / Summary of Step 11 / Grade 8
Grade 8
Grade 7
Step 10 / Summary of Step 10 / Summary of Step 10 / Grade 7
Grade 6
Grade 6
Step 9 / Summary of Step 9 / Summary of Step 9 / Summary of Step 9 / Grade 6
Grade 5
Grade 5
Step 8 / Summary of Step 8 / Summary of Step 8 / Summary of Step 8 / Summary of Step 8 / Grade 5
Grade 4
Grade 4
Step 7 / Summary of Step 7 / Summary of Step 7 / Summary of Step 7 / Summary of Step 7 / Grade 4
Grade 3
Grade 3
Step 6 / Summary of Step 6 / Summary of Step 6 / Summary of Step 6 / Summary of Step 6 / Grade 3
Grade 3
Grade 3
Step 5 / Summary of Step 5 / Summary of Step 5 / Summary of Step 5 / Summary of Step 5 / Grade 2
Grade 2
Grade 2
Step 4 / Summary of Step 4 / Summary of Step 4 / Summary of Step 4 / Grade 2
Grade 2
Grade 2
Step 3 / Summary of Step 3 / Summary of Step 3 / Grade 1
Grade 1
Grade 1
Step 2 / Summary of Step 2 / Grade 1
Grade 1
Grade 1
Step 1 / Summary of Step 1
Geography Step 1
1 / Pupils can describe places using very basic vocabulary.Pupils can recognise some basic differences between places.
Pupils understand some ways that people can affect their environment.
Responses are limited to individual words. / With support, pupils can verbally give their own opinion, but it is not necessarily supported by sensible reasons. / Pupils are able to describe features from a very simple map.
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Geography Step 2
2 / Pupils can describe some basic differences between places.Pupils can start to link places together.
With support, pupils can give a basic description of some simple geographical patterns.
Pupils understand a variety of ways that people can affect their environment
Pupils can use some basic key words.
Pupils are beginning to write in full sentences / With support, pupils can verbally give their own opinion, supported by one or two very simple reasons. / Pupils can use a few basic map skills e.g. they can identify map symbols and use the 4 point compass.
With close support and guidance pupils can carry out very basic data collection techniques.
With clear structure and/or close support pupils can use some basic graphs to display data e.g. simple bar graphs.
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Geography Step 3
3 / Pupils can describe a range of differences between places.With support, pupils can begin to sequence steps to show the formation of some basic geographical landforms.
Pupils can use a range of basic key words.
Pupils are writing in full sentences / Pupils recognise that some people have different opinions to their own.
Pupils can verbally give a basic opinion on simple scenarios. / Pupils can use a variety of basic map skills e.g. 4 figure grid references and use the 8 point compass.
With support and guidance pupils can carry out basic data collection techniques.
With structure or support pupils can use some basic graphs to display data e.g. simple bar graphs.
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Geography Step 4
4 / Pupils can identify and describe basic similarities and differences between distinctly different places.Pupils are able to describe some links between different places.
Pupils recognise that physical and human processes shape the environment but are unlikely to link them.
Pupils can begin to sequence steps to show the formation of some basic geographical landforms.
Pupils use some key geographical vocabulary in the correct context.
Pupils are constructing their own paragraphs. / Pupils recognise that some people have different opinions to their own and are able to articulate reasons.
Pupils can give a basic opinion on different scenarios verbally and in writing. / Pupils are able to use a range of different map skills e.g. 4 and 6 figure grid references, scale, but not always accurately.
With close support, pupils begin to ask their own geographical questions.
With support pupils are able to describe simple data collection methods and describe their findings. Studies are restricted to one key areas.
Pupils are able to independently use some basic graphs to display data e.g. bar graphs
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Geography Step 5
5 / Pupils can identify and describe a number of similarities and differences between distinctly different places.Pupils recognise that physical and human processes shape the environment and begin to link them.
Pupils can sequence steps effectively to show the formation of basic geographical landforms.
Pupils use some key geographical vocabulary in the correct context. / With some support pupils can make simple decisions based on a range of scenarios.
With support, pupils can offer some basic consequences of decisions including impacts on the environment. / Pupils are able to use 6 figure grid references with reasonable accuracy and are able to interpret and describe geographical patterns on maps.
With support, pupils begin to ask their own geographical questions.
With support pupils are able to describe simple data collection methods and describe their findings. Studies are restricted to one or two key areas.
Pupils are able to independently use some basic graphs to display data e.g. bar graphs
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Geography Step 6
6 / Pupils can identify and describe a number of similarities and differences between different places.Pupils can effectively sequence steps to show the formation of more complex geographical landforms.
Explanations of human patterns recognise a number of influences but do not take into account relative importance.
Pupils use key geographical vocabulary in the correct context. / Pupils can make simple decisions based on a range of scenarios.
Pupils can offer some simple consequences of decisions including impacts on the environment. / Pupils are able to use 6 figure grid references and scale accurately, and are able to interpret and describe geographical patterns on maps.
Pupils begin to ask their own geographical questions.
Pupils are able to describe simple data collection methods and describe their findings in some depth. They begin to reach basic conclusions. Studies are restricted to one or two key areas.
With guidance pupils are able to use a range of simple graphical techniques to present their data.
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Geography Step 7
7 / Pupils can identify, describe and compare basic characteristics, and distinguish between physical and human influences across a limited range of settings.Pupils can effectively devise their own steps to show the formation of geographical landforms.
Explanations of human patterns recognise a number of influences and take into account relative importance.
Pupils a range of key geographical vocabulary in the correct context. / Pupils show some recognition that different people will have different viewpoints but such viewpoints have little influence on the final decision reached.
Decisions are usually based on their own opinions.
With support pupils are able to give some basic costs and benefits of a decision.
Pupils make little reference to sustainability when making and justifying their decisions. / Students are able to a range of mapskills to identify and illustrate physical and human patterns from Ordnance Survey maps.
Pupils begin to articulate in a simple way the reasons for their choice of geographical questions.
Pupils are able to describe data collection methods, describe their findings in some depth, reach valid conclusions and suggest some valid but simple evaluative comments. Studies are restricted to one or two key areas.
Pupils select from a limited range of simple cartographical maps and graphs. With support techniques are usually used accurately but there are mistakes when it comes to choosing appropriate methods.
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Geography Step 8
8 / Pupils can identify, describe and compare characteristics, and distinguish between physical and human influences across a range of settings.Some key geographical terminology can be defined but the list for any topic will not be comprehensive. Terminology is only occasionally used effectively in their own writing. Understanding is limited to the original context.
Pupils can effectively devise their own steps to show the formation of more complex geographical landforms.
Explanations of human patterns take into account the relative importance of influences but are likely to concentrate on one at the expense of others. / Pupils will recognise that different people will have different viewpoints but such viewpoints may have little influence on the final decision reached.
Decisions may take into account basic geographical trends and patterns but are usually based on their own opinions.
With support pupils are able to offer a basic evaluation of the costs and benefits of a decision but the analysis will concentrate on small scale and immediate effects.
Pupils make limited reference to sustainability when making and justifying their decisions. / Students are able to use a full range of mapskills to identify, illustrate and interpret physical and human patterns from Ordnance Survey maps.
With support pupils choose appropriate hypotheses or key questions from a range provided, and provide basic supporting predictions.
With support pupils plan for the collection of appropriate primary and secondary data.
With support pupils collate and present their findings in appropriate ways.
With support pupils provide simple analysis of more complex data. They may identify patterns and anomalies. With close support pupils offer some interpretation of results based on geographical understanding. Conclusions are based on their findings but are not closely tied to results.
Pupils recognise one or two limitations of their research and may suggest simple improvements.
Pupils select from a limited range of simple cartographical maps and graphs. With guidance techniques are usually used appropriately and accurately.
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Geography Step 9
9 / Pupils can identify, describe and recall characteristics of physical and human environments and relate these to geographical concepts across a range of settings.Key geographical terminology can be defined but it is not regularly used effectively in their own writing. There may be problems using technical terms outside of the context they have been learnt.
Pupils demonstrate a complete understanding of basic geographical processes. They establish their own sequences and can apply their understanding to similar situations/contexts.
Explanations of human patterns take into account the most important influences but they are still likely to be unbalanced. / Decisions reached recognise the need to take into account some different viewpoints.
Decisions take into account geographical trends and patterns but are still often based on their own opinions.
Pupils are able to offer a basic evaluation of the costs and benefits of a decision but the analysis will concentrate on small scale and immediate effects.
Pupils make some reference to sustainability when making and justifying their decisions. / With careful guidance pupils identify appropriate hypotheses or key questions to address an overall title, and provide supporting predictions.
With careful guidance pupils plan for the collection of appropriate primary and secondary data.
With careful guidance pupils collate and present their findings in appropriate ways.
With careful guidance pupils provide simple analysis of their data and identify patterns and anomalies. With support pupils offer some interpretation of results and rational conclusions based on their findings and geographical theory.
Pupils recognise some limitations of their research and suggest simple improvements.
With little support, pupils select a range of cartographical maps and graphs. Techniques are mostly used appropriately and accurately.
With support, pupils can complete statistical calculations given the appropriate tables/equations.
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Geography Step 10
10 / Pupils can accurately identify, describe and recall characteristics of physical and human environments and relate these to geographical concepts across a range of settingsAccurate use of a range of geographical terminology.
Pupils demonstrate a complete understanding of geographical processes. They establish their own sequences and begin to apply their understanding to some unfamiliar situations/contexts.
Explanations of human patterns take into account a wide range of influences e.g. one of physical/human, local/national, short term/long term, large scale/small scale and they are likely to be balanced. / Pupils show appreciation that decision making involves analysing the opinions of a range of stakeholders.
Decisions reached recognise the need to take into account a range of different viewpoints.
Decisions are placed in context of some geographical trends and patterns.
Pupils are able to evaluate the costs and benefits of their decisions at a small number of different scales.
Pupils make clear reference to sustainability when making and justifying their decisions. / With very little guidance, pupils identify hypotheses or key questions to address an overall title and provide supporting predictions.
Pupils plan for the collection of primary and secondary data.
With little guidance, pupils accurately collate and present their findings in appropriate ways.
Pupils analyse their data and describe key patterns. Pupils interpret their results in depth and reach a sensible overall conclusion.
Pupils evaluate their enquiry and make some clear suggestions for improvements.
Pupils independently select from a range of sophisticated cartographical maps and graphs. Techniques are used appropriately and accurately.
With support, pupils select appropriate statistical calculations and use them accurately to analyse the data displayed.
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Geography Step 11
11 / Pupils accurately identify, describe and recall the precise characteristics of physical and human environments across a variety of spatial settings and can relate these to a range of wider geographical patterns and processes.Accurate use of a wide range of geographical terminology.
Pupils demonstrate a complete understanding of geographical processes. They establish their own sequences and can apply their understanding to some unfamiliar situations/contexts.
Explanations of human patterns take into account a wide variety of influences e.g. more than one of physical/human, local/national, short term/long term, large scale/small scale. / Pupils show appreciation that decision making is a complex process which involves analysing the opinions of a range of stakeholders.
Decisions reached recognise the need to take into account a range of different viewpoints.
Decisions are placed in context of geographical trends and patterns.
Pupils are able to evaluate the costs and benefits of their decisions at a variety of different scales.
Pupils make thorough reference to sustainability when making and justifying their decisions. / Pupils independently identify hypotheses or key research questions to address an overall title and provide supporting predictions.
Pupils independently plan for the collection of appropriate primary and secondary data.
Pupils independently and accurately collate and present their findings in appropriate and creative ways.
Pupils analyse their data in detail and describe patterns and anomalies. Pupils interpret their results and link their conclusions to geographical theories.
Pupils evaluate their enquiry and make insightful suggestions for improving the limitations, reliability and validity of the conclusions.
Pupils independently select from an extensive range of sophisticated cartographical maps and graphs. Techniques are used appropriately and accurately.
Pupils select appropriate statistical calculations and use them accurately to analyse the data displayed, recognising why patterns and anomalies might exist.
Pupils select appropriate statistical calculations and use them accurately to analyse the data displayed.
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Geography Step 12
12 / Pupils accurately identify, describe and recall the precise characteristics of physical and human environments across a wide variety of spatial settings and can relate these to a range of wider geographical patterns and processes.Accurate and sophisticated use of a wide range of geographical terminology.
Pupils demonstrate a complete understanding of complex geographical processes. They establish clear sequences and can apply their understanding with precise accuracy to unfamiliar contexts.
Explanations of human patterns take into account a very wide variety of influences e.g. comprehensively covers physical/human, local/national, short term/long term, large scale/small scale. They make links between topics. / Pupils show a clear appreciation that decision making is a complex process which involves analysing the opinions of a wide range of stakeholders.
Decisions reached recognise the need to take into account a wide range of different viewpoints.
Decisions are placed in context of wider geographical trends and patterns.
Pupils are able to evaluate the costs and benefits of their decisions at a wide variety of different scales.
Pupils make thorough and effective reference to sustainability when making and justifying their decisions. / Pupils independently identify a range of suitable hypotheses or key questions to address an overall title, and provide detailed supporting predictions.
Pupils independently plan for the collection of a wide range of appropriate primary and secondary data.
Pupils independently and accurately collate and present their findings in a wide range of appropriate and creative ways.
Pupils analyse their data in detail and describe patterns and anomalies in depth. Pupils interpret the results in depth and fully substantiate their conclusions with precise links to geographical theories.
Pupils demonstrate detailed critical evaluation of their enquiry and make insightful suggestions for improving the limitations, reliability and validity of the conclusions.
Pupils creatively select from an extensive range of increasingly sophisticated cartographical maps and graphs. Techniques are used appropriately and accurately.
Pupils select appropriate statistical calculations and use them accurately to analyse the data displayed, recognising why patterns and anomalies might exist.
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