Geography Department Assessment and Marking Policy (October 2016)

Geography department assessment and marking policy (October 2016)

Y7-8 Mastery – Assessment to be completed in line with the three mastery assessment windows. This will be marked by the teacher. Pupils will be given model answers and the opportunity to re draft their work. Also a baseline test which is marked by pupils is carried out at the start of Year 7. Overall there are 6 assessments evenly spaced throughout the year in Y7 and 5 in Y8. This data is recorded on central mastery data base. Expectation that there will be one extended piece of writing marked at least once every 3 weeks (This could be well structured peer/self or teacher) if no formal assessment has been completed in this time frame.

Y9 – Assessment to be completed in line with the three mastery assessment windows. This will be marked by the teacher. Pupils will be given model answers and the opportunity to re draft their work. Expectation that there will be one extended piece of writing marked at least once every 3 weeks (This could be well structured peer/self or teacher) if no formal assessment has been completed in this time frame.

New GCSE Y10-11 – 1-9 grades on all end of unit assessments in line with progress windows. Two sets of standard questions to be completed with each topic. For the two topics where fieldwork is completed (Urban issues and challenges and Physical geography of the UK) one set of standard questions will also be completed. Data is recorded on department data sheets before being uploaded to SIMs in line with progress windows.

New GCSE – Applicable to current Y9 and Y10

L3 / (Detailed) Provides a balanced discussion with well-developed ideas through a detailed understanding of the issue. Specific case study facts are developed.
L2 / (Clear) Provides a range of accurate knowledge about the issue. Refers to some specific case study facts.
L1 / (Basic) Demonstrates some understanding of the issue, with random statements about it. Answer is not developed.
0 / No relevant content

New GCSE – Student mark scheme – Applicable to Y9 and Y10

L1 – Level 1: Basic statement

L2 – Level 2: Clear developed points + simple case study facts or source information

L3 – Level 3: Detailed Developed Points + developed case study facts or source information

( ) Creditable responses

✓ Each tick = 1 mark only (only used only point marked questions)

______Incorrect/ Not correct

NAQ – Not answered questions

TV – Too vague to gain credit

Old GCSE- Applicable to current Y11

L1 – Level 1: Basic statement

L2 – Level 2: Clear developed points + simple case study facts

L3 – Level 3: Detailed Developed Points + developed case study facts

( ) Creditable responses

✓ Each tick = 1 mark only (only used only point marked questions)

______Incorrect/ Not correct

NAQ – Not answered questions

TV – Too vague to gain credit

Y12-13 – Grades to be recorded on an A/A*-E to basis. Data to be recorded on internal department spreadsheet. 1 set of standard questions to be completed for each of the topics. Mini PPE (Christmas time) and formal PPE (March) for both years. For the two topics where fieldwork is completed (Coasts and Changing places)) one extra set of standard questions will also be completed. Teachers will set and mark extra work as well as questions according to their professional judgement. Teachers will use departmental/ exam board mark schemes for assessments. For L6 pupils to have 20 marker guidance stuck in their books

New A-Level 20 marker codes

Level / Mark range / Criteria/ Descriptor / Bay House shortened
Level 4
(16–20 marks) /

Detailed evaluative conclusion that is rational and firmly based on knowledge and understanding which is applied to the context of the question. (AO2)
Detailed, coherent and relevant analysis and evaluation in the application of knowledge and understanding throughout (AO2).
Full evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).
Detailed, highly relevant and appropriate knowledge and understanding of place(s) and environments used throughout (AO1).
Full and accurate knowledge and understanding of key concepts and processes throughout (AO1).
• Detailed awareness of scale and temporal change which is well integrated where appropriate (AO1).

=Detailed evaluative conclusion (Co)

= Detailed evaluation (Ev)

= Detailed link statements and developed points e.g. ‘this means that…’, ‘therefore…’, ‘this leads to…’ (Dev)

= Detailed case study information (Cs)

= Full Understanding key concepts and processes e.g. key terms and ideas (U)

= Detailed temporal change and scale information (TS)

Level 3
(11–15 marks) /

Clear evaluative conclusion that is based on knowledge and understanding which is applied to the context of the question (AO2).
Generally clear, coherent and relevant analysis and evaluation in the application of knowledge and understanding (AO2).
Generally clear evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).
Generally clear and relevant knowledge and understanding of place(s) and environments (AO1).
Generally clear and accurate knowledge and understanding of key concepts and processes (AO1).
• Generally clear awareness of scale and temporal change which is integrated where appropriate (AO1).

=Clear evaluative conclusion(Co)

= Clear evaluation(Ev)

= Clear link statements and developed points e.g. ‘this means that…’, ‘therefore…’, ‘this leads to…’ (Dev)

= Clear case study information(Cs)

= Clear Understanding key concepts and processes e.g. key terms and ideas(U)

= Clear temporal change and scale information(TS)

Level 2
(6–10 marks) /

Some sense of an evaluative conclusion partially based upon knowledge and understanding which is applied to the context of the question (AO2).
Some partially relevant analysis and evaluation in the application of knowledge and understanding (AO2).
Some evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).
Some relevant knowledge and understanding of place(s) and environments which is partially relevant (AO1).
Some knowledge and understanding of key concepts, processes and interactions and change (AO1).
• Some awareness of scale and temporal change which is sometimes integrated where appropriate. There may be a few inaccuracies (AO1).

=Some evaluative conclusion(Co)

= Some evaluation(Ev)

= Some link statements and developed points e.g. ‘this means that…’, ‘therefore…’, ‘this leads to…’ (Dev)
= Some case study information(Cs)

= Some Understanding key concepts and processes e.g. key terms and ideas(U)
= Sometemporal change and scale information(TS)

Level 1
(1–5 marks) /

Very limited and/or unsupported evaluative conclusion that is loosely based upon knowledge and understanding which is applied to the context of the question (AO2).
Very limited analysis and evaluation in the application of knowledge and understanding. This lacks clarity and coherence (AO2).
Very limited and rarely logical evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2).
Very limited relevant knowledge and understanding of place(s) and environments (AO1).
Isolated knowledge and understanding of key concepts and processes (AO1).
Very limited awareness of scale and temporal change which is rarely integrated where appropriate. There may be a number of inaccuracies. (AO1).

= Very limited evaluative conclusion(Co)

= Very limited evaluation(Ev)

= Very limited link statements and developed points e.g. ‘this means that…’, ‘therefore…’, ‘this leads to…’ (Dev)

= Very limited case study information(Cs)

= Very limited Understanding key concepts and processes e.g. key terms and ideas(U)
= Very limitedtemporal change and scale information(TS)

Bay House coding grid:

Evaluative conclusion = Co

Evaluation = Ev

Link statements and developed points e.g. ‘this means that…’, ‘therefore…’, ‘this leads to…’ = Dev

Case study information = Cs

Understanding key concepts and processes e.g. key terms and ideas = U

Temporal change and scale information = TS

In 20-markers, use the above key to annotate student work. At the end of the essay, staff can make summative comments but should award a level for each strand, alongside the overall level, then staff should award a score out of 20 from within this level..E.G.

AO2 – Explanation and linking of knowledge

Co= L2

Ev= L3

Dev=L3

AO1 - Knowledge

Cs=L4

U=L4

TS=L1

SPAG – New GCSE – All pupils in Y7-11 to have stuck in books or on PowerPoint?

Level / Performance descriptor / Marks awarded
High performance / Consistent accuracy of spelling and punctuation
Grammar used with effective control
Wide range of key terms used appropriately / 3
Intermediate performance / Considerable accuracy of spelling and punctuation
Grammar used with general control
Good range of specialist terms used appropriately / 2
Threshold / Reasonable accuracy of spelling and punctuation
Some control of grammar
Limited use of key terms / 1
No marks awarded / The learner writes nothing
The response doesn’t relate to the question
The performance doesn’t reach the threshold level / 0

SPAG - Marking codes applicable to all pupils – To be stuck in books

Sp / Spelling mistake
P / Punctuation mistake
C / Capital letter mistake
H / Homophone mistake
//NP / New paragraph needed
/ / New sentence needed
^ / Insert word(s)
T / Incorrect tense used
Tone / Slang/ tone inappropriate

Home learning:

Teachers set home learning according to the school policy and mark according to their professional judgement. This will include self/ peer and teacher marking.

Y7-9 – Home learning portfolios. One will be set each term. These are found on BHL and give the pupils a choice of a numeracy/ literacy/ creative/ ICT/ topicality task.

Y10-11 – Home learning to be set every week, but with teacher using their professional judgement.

Y12-13 – One hour of HL to be set per hour of taught lesson.