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

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Use the three aspects of achievement in Guidance on progression and assessment in geography to identify the evidence you will use to assess student achievement. Finally, we occasionally publish retrospective commentaries about classic publications in human geography, focussing on books and other works that have more than stood the test of space and time in shaping the discipline and practice of human geography. Progress in Environmental Geography adheres to the Chicago Manual of Style. View the guide here to ensure your manuscript conforms to this style.

Section 7 (‘Effective subject leadership’) contains a complete overview of progression, summative and formative assessment. Extensive links are also made with earlier sections in the book that provide an insight in to geography’s ‘big ideas’ and the symbiotic relationship between assessment and planning.This involves more than just identification, description and explanation of a geographical feature. The nature of the feature, and the quality of description and explanation are all relevant to demonstrating progress. Disclose this type of editorial assistance – including the individual’s name, company and level of input

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.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). There are no fees payable to submit or publish in this Journal. Open Access options are available - see section 3.3 below. Environmental geography is an exciting and creative meeting ground for advanced inquiry on the interactions between people and their environments, both natural and built. This well-established field at the intersection of human and physical geography has become particularly prominent with rising awareness of human influence on the Earth locally, regionally, and globally. The GA has developed its progression framework and benchmark expectations and this has been adopted by many geography departments. Some schools have created their own levels of progress and others have looked to defining milestones, leading to GCSE success. Figures supplied in colour will appear in colour online regardless of whether or not these illustrations are reproduced in colour in the printed version. For specifically requested colour reproduction in print, you will receive information regarding the costs from Sage after receipt of your accepted article.

Read Hesslewood (2016), who explains how they have adopted a progression framework for assessment that has no numbers on it. The accompanying resources provide an example of the framework and its use by a student. In their Teaching Geography article from Summer 2014, ‘Assessing without levels’ Paul Weeden and John Hopkin say: Weeden, P. (2017) ‘Assessing Geography’ in Jones, M. (ed) The Handbook of Secondary Geography, Sheffield: Geographical Association, chapter 14. If you are using an enquiry, identify the key questions related to the concepts, aspects of achievement and the theme (make sure you include challenging questions).Social dimensions: Communication and public engagement; Conservation and control; Consumption; Economics (markets, property, capitalism, green growth, livelihoods, value, etc.); Gender and sexuality; Governance; Indigenous knowledges and ontologies; Justice and injustice; Law and planning; Media (news, film, digital, etc.); Epistemologies; Narratives, discourse, and representation; Politics and activism; Race and (anti-)racism; Resilience; Resource extraction and management; Science and politics of knowledge; Sustainable development; Tourism and recreation; Violence; Visuality (geographic representation, art, etc.) broaden and deepen their knowledge about places and geographical themes (e.g. urban geography, hydrology)

Papers are accepted for consideration on the understanding that they are not being submitted elsewhere. Plan different assessment activities to give students opportunities to show what they know, understand and can do. The work that students complete provides evidence of their progress. Work, in this sense, can be very varied – such as talk, map drawing, multi-media presentation – it does not have to be written. Some activities provide more evidence than others; for example, an extended piece of writing can be used for a more in-depth assessment than short answers to questions. Owens, P. (2019) ‘Effective subject leadership’ in Willy, T. (ed) Leading Primary Geography: The essential handbook for all teachers. Sheffield: Geographical Association.

Accompanying resources

Long-term planning and assessment depends upon teachers having a very clear notion of ‘expectations’ and standards within their minds, and a clear vision of what we are trying to achieve. These are the big objectives of geography teaching. Making progress is closely linked to a student’s maturation and conceptual development as well as their experiences. At key stage 3 for example, many students will experience considerable intellectual development between the ages of 11 and 14 which will affect their style of reasoning and extend their abilities to form concepts and explore relationships. At Sage we are committed to facilitating openness, transparency and reproducibility of research. Where relevant, Progress in Environmental Geography encourages authors to share their research data in a suitable public repository subject to ethical considerations and where data is included, to add a data accessibility statement in their manuscript file. Authors should also follow data citation principles. For more information please visit the Sage Author Gateway, which includes information about Sage’s partnership with the data repository Figshare.