Progress in Geography: Key Stage 3: Motivate, engage and prepare pupils

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Progress means that students are getting better at geography. They do this by broadening their experience and acquiring more knowledge and understanding by engaging with new ideas, applying the ideas to different contexts and consolidating this learning. In this way students develop their understanding of important geographical concepts and gradually build connections within their geographical schemas; in doing so they are making progress. Biddulph, M., Lambert, D. and Balderstone, D. (2015) Learning to Teach Geography in the Secondary School: A Companion to School Experience, 3rd edition. Abingdon: Routledge, pp. 258–265. Carefully planned experiences will help students to develop ways of thinking geographically and acquire skills with which they can interpret these experiences and geographical information. To help students make progress, teachers must have a clear understanding of the learning that they need to do, where they are now and how best to help them bridge the gap a planned end point: all learning intentions should be planned against expectations and with continuous formative assessment of progress in mind.

Papers should not normally be less than 4000 words in length and should NOT EXCEED 8000 words (inclusive of endnotes but excluding Bibliography). competence in geographical enquiry – the application of skills in observing, collecting, analysing, mapping and communicating geographical information. Owens, P. (2019) ‘Effective subject leadership’ in Willy, T. (ed) Leading Primary Geography: The essential handbook for all teachers. Sheffield: Geographical Association. Progress in Human Geography adheres to the Sage Harvard reference style. View the Sage Harvard guidelines to ensure your manuscript conforms to this reference style. As above, plus opportunity to develop portfolio of geography work exemplifying and sharing standards and illustrating progressgeographical voice: pupils should have ample opportunity to engage in discussion, debate and oral presentation, rather than just writing about the geography they are doing (so that it is geographical knowledge and understanding, not literacy, that is being assessed). The next two tiers, understanding and applying, are often demonstrated together in geography; it is common for students to undertake a task where they are asked to make sense of information and then apply it in another context. One of these skills is not demonstrating ‘progress’ over the other. increasing the range and accuracy of pupils’ investigative skills, and advancing their ability to select and apply these with increasing independence to geographical enquiry.

extended or shorter focused pieces of writing in a variety of different forms for a range of purposes Students must have appropriate opportunities to develop the quality of their descriptions and explanations and to apply their understanding in increasingly sophisticated ways. Their progress is shown by their increasing understanding of geographical concepts and how they apply this to new situations. Progress in Environmental Geography offers optional open access publishing via the Sage Choice programme and Open Access agreements, where authors can publish open access either discounted or free of charge depending on the agreement with Sage. Find out if your institution is participating by visiting Open Access Agreements at Sage. For more information on Open Access publishing options at Sage please visit Sage Open Access. For information on funding body compliance, and depositing your article in repositories, please visit Sage’s Author Archiving and Re-Use Guidelines and Publishing Policies. Sage does not permit the use of author-suggested (recommended) reviewers at any stage of the submission process, be that through the web-based submission system or other communication. Reviewers should be experts in their fields and should be able to provide an objective assessment of the manuscript. Our policy is that reviewers should not be assigned to a paper if: Look at this example of a Key stage 3 unit: tectonic patterns and processes for a model. (Note that objectives and progression are set out using questions when adopting an enquiry approach, and more formally in objective-led planning).Hopkin, J. and Gardner, D. (2023) ‘ Guidance on progression and assessment in geography‘, Sheffield: Geographical Association. Piaget found that from about age 12, a student will begin to think abstractly and reason about hypothetical problems. They begin to use deductive logic. Bear in mind that when you use formative assessment in a lesson and sequence of lessons, and have gauged how well students are meeting the objectives, you need to decide if you need to adjust your teaching accordingly. Therefore, however good your plan, it should not be ‘written in stone’. Are adapted by teachers in relation to a school’s geography curriculum plan, for example by adding specific places, themes and skills Disclose this type of editorial assistance – including the individual’s name, company and level of input