Year 8 assessment diary 2010 2011

Year 8 Levelled WorkUnit 1: UN Population Conference

In a group of between 2 and 3 people you are going to represent a country with population issues. You need to research the population issues of this country, what problems they are causing and any solutions that have been suggested. You will then create a 5 minute presentation summarising the issues you have found and the problems they have caused. This will be presented to the rest of the class who will then suggest any further ideas for how the problems could be addressed.

Key words to think about: ageing population, youthful population, migration, birth rates, death rates

LEVELCOMMUNICATION:

RESEARCH ANDPRESENTATION SKILLS

EXPLORING CHANGE WITHINPOPULATIONS

UNDERSTANDING PLACES

OUR GROUP’S PRESENTATION…

Is based on carefully researched information from a variety of sources so that our points are based on real issues and solutions relevant to our country.

Includes geographical vocabulary and interprets visual resources to help us get our issues across.

Includes reasons why our country has these issues with our population, and starts to think about simple and realistic solutions to make the situation more sustainable.

Describes and gives some reasons about how the lives of the people in this country may be changed by both the population issues and solutions to these issues.

Suggests ways that we think the issues can be solved.

Is clearly located, giving some background to why these population issues have arisen in this country.

Gives reasons for the solutions to these issues by comparing it to other places which have similar issues.

Shows we are confident either that the proposed solution is correct or that we can suggest a better solution.

Is based on carefully researched information from a variety of sources.

Communicates our issues clearly but also shows we have considered other people’s opinions.

Includes complex geographical vocabulary and visual resources accurately and addresses the idea of bias within our own and other people’s work.

Shows why our country has these issues with our population and suggests realistic solutions for future sustainable development.

Explains how wider population processes in the world are forcing change on our country and how it is linked to other countries.

Explains how the issues or solutions may change the lives of local people in different but interconnected ways.

Is clearly located and highlights specific areas within the country where these issues occur.

Identifies ways in which this country’s issues and solutions are similar or different from other country’s issues and solutions.

Justifies our opinion on the solutions and suggests detailed changes to make it better.

Is based on carefully researched information from a variety of sources.

Communicates detailed, clear issues which we show could lead to a variety of different outcomes.

Includes complex geographical vocabulary and visual resources accurately and shows clearly where we think evidence is biased.

Shows how our country’s population issues fit into the local, regional, national and international context, within the idea of sustainable development.

Explains in detail how wider population processes in the world force change on different people in our country and these have an impact in the country and wider region.

Shows these changes are diverse and the results are not necessarily predictable.

Is clearly located and highlights specific areas and issues within and beyond the country..

Identifies ways in which the population issues fit into a wider global framework and whether this country has the same population issues as others countries.

Clearly justifies our opinion on the solutions and suggests detailed changes to make it better in our opinion

Is based on carefully researched information from a variety of sources and follows a logical, sequenced order.

Communicates detailed, well-argued findings which we show could lead to a variety of different outcomes and may influence people’s decisions.

Includes a wide-range of complex geographical vocabulary and visual resources accurately and shows clearly where we think evidence is biased.

Describes clearly how our country’s population issues fit into the local, regional, national and international context, within the idea of sustainable development.

Explains in detail how population processes in the wider world force change on different people in our country and these have an impact on the individual, the country and the wider area.

Shows these changes are diverse on different scales and the results are not necessarily predictable.

Is clearly located and highlights specific areas and issues within and beyond the country at a range of different scales.

Identifies ways in which these issues fit into a wider global framework and whether this country has the same population issues as others in the region, the UK or countries at similar levels of development.

Clearly justifies our opinion on the solutions and suggests detailed changes to make it better in our opinion.

What did you like doing in this assessment?

What did you find challenging about this assessment?

How confident do you feel about using the skills you have learnt in this assessment?

a) If I do this type of task again I want to ___________________________________________________

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b) In my next levelled work I want to ______________________________________________________

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Year 8 Levelled WorkUnit 3: Independent Investigation

To research a question or key geographical idea of your choice. Build your investigation around a series of questions based on the 8 concepts which underpin Geography –

Place: The unique physical and human characteristics of a location and how these can be interpreted or represented in different ways.

Space: How locations are linked together and the patterns this makes over an area, the way places are changing over time.

Scale: The different characteristics of a location when looked at locally, regionally, nationally and globally and the links between these different views.Interdependence: Social, environmental, political and economic links between places and people, how action in one location has an effect in another location.Physical processes: How the natural world works and how these processes can lead to changes in the environment.

LEVELCOMMUNICATION:

RESEARCH ANDPRESENTATION SKILLS

EXPLORING CHANGE WITHINENVIRONMENTS UNDERSTANDING PLACES

MY INVESTIGATION…

Is structured around geographical questions I have created about my topic. I have included reasons for the answers I give.

Covers most key concepts and includes a range of geographical vocabulary.

Describes the effects on the environment and people of my topic.

Identifies ways people have tried to deal with these effects.

Includes physical and human features of my topic and describes the location of important places.

Clearly locates areas in my work using geographical skills such as maps to help me.

Is structured around geographical questions I have created about my topic. I have used a range of evidence to interpret my answers.

Covers all key concepts and includes specific geographical vocabulary and relevant images.

Describes how my topic links to a range of diverse and interconnected effects on the environment and people.

Explains ways people have tried to deal with these effects in sustainable ways.

Compares physical and human features of my topic and clearly describes the location of important places uses maps to illustrate this.

Explains how and why different characteristics occur in different places.

Is structured around geographical questions I have created about my topic. I have used a range of evidence and geographical skills to influence my interpretation.

Covers all key concepts and includes a range of geographical skills to help me draw clear conclusions about my ideas.

Explains how my topic links to a range of diverse and interconnected effects on the environment and people.

Includes interpretation at a range of scales from local to regional and national scales.

Compares different ways people have tried to deal with these effects in sustainable ways.

Compares physical and human features of my topic and describes the location of important places using clear and detailed maps to illustrate this.

Explains how and why different characteristics occur in different places linking across different scales from local to regional and national.

Is structured around geographical questions I have about my topic. I have used a range of evidence, which I have critically evaluated, and geographical skills to influence my interpretation.

Covers all key concepts in detail and includes a range of geographical skills to help me draw detailed conclusions about my ideas.

Explains in detail how my topic links to a range of diverse and interconnected effects on the environment and people.

Includes interpretation at a range of scales from local to regional and national scales.

Compares in detail, different ways people have tried to deal with these effects in sustainable ways.

Compares physical and human features of my topic in detail and describes the location of important places using clear and detailed maps to illustrate this.

Explains how and why different characteristics occur in a wide range of locations and scales.

Human processes: How the human world works and how these processes can lead to changes in the environment.Environmental interaction and sustainable development: How physical and human processes interact and can influence how an environment changes, whether these changes and interactions are sustainable in the future.Cultural understanding and diversity: The differences and similarities between people, places, environments and cultures and the fact that people’s opinions on the same issue may be quite different.




a) If I do this type of task again I want to _________________________________________________

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b) In my next levelled work I want to ____________________________________________________

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Year 8 Levelled WorkUnit 4: Flooding Enquiry

Your task is to research one of the following floods. You will need to decide on a series of questions in order to help you investigate the physical and human geography of the flood.

The Danube River Basin floods of April 2006.The Northern England floods of June 2007.The South Asian floods of August 2007.

1. On the outline map provided annotate the area with information you have found out about the flood event.2. On an A4 sheet of paper produce a timeline of the events leading up to and during the flood.3. Write a conclusion to your investigation highlighting the different aspects of the flood event you have found out.

Key words to think about: Human factors, physical factors, precipitation, lag time, peak rainfall

LEVELCOMMUNICATION:

VISUAL AND WRITTENEXPLORING INTERCONNECTIONS

AND CHANGEUNDERSTANDING PLACES

MY ENQUIRY…

Uses several clear labels which are located in the correct place on the map and puts a few key events onto a timeline.

Uses sensible presentation techniques and geographical vocabulary.

Includes information about the physical and/or human geographical patterns in the area and how they influenced the flood event.

Describes how people are affected by the flood and identifies some ways the effects of the flood are influenced by people.

Identifies and accurately describes physical and human features of the flood area.

Makes some accurately located observations about the effects of the flood on the local area.

Includes appropriate ways of displaying information about the flood with clear annotations used instead of labels.

Uses geographical vocabulary confidently throughout, and uses a range of more complex presentation techniques.

Focuses on physical and human patterns within the area which are relevant to my flood event and begins to explain how they influenced it.

Identifies and explains a range of ways these factors are interlinked.

Discusses the involvement of people within the flood event both in the effects of the flood and its management.

Describes physical and human features of the flood area in detail and describes how these features can lead to similarities and differences within the different areas the flood affected .

Accurately locates observations about the places affected by the flood across the wider region.

Includes a range of appropriate ways of displaying information about the flood; this may include annotations, diagrams, graphs and structured writing.

Uses geographical vocabulary regularly and accurately throughout, and uses a range of more complex presentation techniques.

Focuses on physical and human patterns within the area and explains how they interact to cause the flood event.

Identifies whether any management took place which may have influenced the flood and compared this with other approaches.

Compares the physical and human features of the flood area with other similar places and events.

Accurately locates observations about the places affected by the flood across the wider region and links places and effects together.

Explains the characteristics of places using a range of locations, contexts and scales.

Includes a range of appropriate ways of displaying information on the flood which are clear and accurate.

Makes links between the different bits of information I have collected and explains the reasons behind my findings.

Creates an argument to explain how physical and human patterns within the area are interdependent and change the environment.

Explains how human actions may have conflicting consequences for people living in the flood affected area.

Analyses the physical and human features of the flood area in order to draw out its distinctive characteristics.

Accurately locates and links observations about the places affected by the flood across the wider region and links places and effects together

Explains the characteristics of places using a wide range of locations, contexts and scales.




Year 8 Levelled Work


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Unit 5: Coombe Hill Enquiry

You are going to create an annotated personal journey through Coombe Hill and its ecosystem. You need to use information from the fieldtrip plus your work from class to inform your annotations. You need to include:

The structure of the ecosystem.How plants and animals have adapted to the conditions.How humans have impacted on the ecosystem.What you imagine Coombe Hill’s geographical future to be.

You can present your work as a movie or as a diagram or in any other appropriate way.

Key words to think about: Chalk grassland, oak woodland, acid heathland, National Trust, management

LEVELCOMMUNICATION:

VISUAL AND WRITTENEXPLORING INTERCONNECTIONS


MY JOURNEY …

Uses geography skills and sources of evidence to describe Coombe Hill.

Uses geographical vocabulary in communicating my ideas, information and findings.

Identifies some actions which the National Trust have taken to improve and sustain the environment at Coombe Hill.

Makes simple connections between human and physical processes and their impact on Coombe Hill.

Compares the physical and human features of Coombe Hill and makes some accurate observations about the local area.

Asks relevant questions about Coombe Hill’s ecosystem and selects sources of information effectively.

Uses presentation techniques and geographical vocabulary appropriately in communicating my ideas, information and findings.

Identifies how physical and human activities have caused Coombe Hill to change and that this has affected some people’s lives.

Explain how Coombe Hill’s environment can be made more sustainable and that different people may have different opinions about this.

Describes the physical and human characteristics of Coombe Hill and the surrounding area.

Reaches conclusions about Coombe Hill’s ecosystem which draw on a range of evidence.

Uses a range of presentation techniques and geographical vocabulary appropriately in communicating my ideas, information and findings.

Explains how physical and human processes interact to create diversity and change at Coombe Hill.

Compares how different approaches have been taken to manage Coombe Hill’s environment.

Compares the distinctive physical and human characteristics of Coombe Hill and the surrounding area.

Draws on a range of locations, contexts and scales to explain the characteristics of Coombe Hill.

Reaches substantiated conclusions about Coombe Hill’s ecosystem which draw on a range of critically evaluated evidence.

Uses a range of presentation techniques and geographical vocabulary appropriately and accurately in communicating my well-argued findings.

Explains how physical and human processes are interdependent and that they affect diversity and change the environment at Coombe Hill.

Explains how human actions, including my own, may have conflicting consequences for people and the environment of Coombe Hill.

Analyses the physical and human features of Coombe Hill in order to draw out its distinctive characteristics.

Draws on my knowledge of a wide range of locations, contexts and scales to explain the characteristics of Coombe Hill.




Year 8 Levelled WorkUnit 6: Kenya photographs

You have been given a photograph of life in Kenya, you need to think of three geographical questions you could ask about the photograph. You have also been asked to write four annotations examining different aspects of the things you can see in the photograph.

Key words to think about: Less Economically Developed Country, agriculture, water, transport

LEVELCOMMUNICATION:

WRITTENEXPLORING INTERCONNECTIONS


MY QUESTIONS AND ANNOTATIONS…


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Ask a range of geographical questions about Kenya and respond to the image by using some simple annotations.

Use geographical vocabulary to communicate my ideas and views.

Identify some actions that people could take to improve the environment in the photograph.

Make simple connections between processes and their impact on the environment in the photograph.

Compare the physical and human features of the environment in the photograph.

Make some accurate observations about the photograph.

Ask a range of relevant geographical questions about Kenya and respond to the image by using some annotations.

Use appropriate geographical vocabulary to communicate my ideas and views.

Identify how physical and human activities cause the environment in the photograph to change.

Recognise different views of sustainable development in this context.

Describe the physical and human features of the environment in the photograph clearly.

Describe the place in the photo in a wider locational context.

Ask a range of geographical questions and issues about Kenya and respond to the image by using some clear annotations.

Use geographical vocabulary to communicate my ideas and views. Identify potential bias, appreciating that different values and attitudes may lead to me interpreting the photograph in a different way.

Explain how physical and human processes interact to create diversity and change in the photograph.

Compare different approaches to managing the environment in the photograph.

Compare the distinctive physical and human characteristics of Kenya shown in the photograph.

Draw on a range of locations in Kenya, their context and scale to explain the characteristics of the place in the photograph.

Ask a range of critical geographical questions and issues about Kenya and responds to the image by using some clear and detailed annotations.

Use complex and accurate geographical vocabulary to communicate my ideas and views.

Critically evaluates the photograph and appreciates that different values and attitudes will lead to me interpreting the photograph in a different way.

Explain how physical and human processes are interdependent and affect diversity and change the environment in the photograph.

Explain how human actions may have conflicting consequences for the people or environment in the photograph.

Analyse the physical and human features of Kenya in order to draw out its distinctive characteristics.

Draw on my knowledge of Kenya as a place to explain the characteristics shown in the photograph.





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Year 8 Termly Review

This year, in Geography, your daughter will complete a number of pieces of work which will be assessed. Most of these will be assessed using a traffic light system – see the sheet at the front of your daughter’s Geography exercise book “How will my work be marked” – but one piece of work per unit will be assessed using National Curriculum levels. The feedback which your daughter is given is displayed in this assessment diary, along with a pupil evaluation and targets set for future pieces of work. Please do discuss the contents of this diary with your daughter and feel free to use this page to comment on your daughter’s work this year.

I have seen my daughter’s Geography assessment diary. AUTUMN TERM

Parent/Guardian signature: _________________________________________________________________________

Date: ___________________________________________________________________________________________

I have seen my daughter’s Geography assessment diary. SPRING TERM

Parent/Guardian signature: _________________________________________________________________________

Date: ___________________________________________________________________________________________

Pupil comment: SUMMER TERM

Pupil signature: ________________________________________________ Date: ___________________

Parent/Guardian signature: ______________________________________ Date: ___________________

Year 8 assessment diary 2010 2011

Education

Transcript of Year 8 assessment diary 2010 2011