GCSE (2014 cohort) Review of Results

Subject: Geography

Because we know
(EVIDENCE)

We have
(Remedial action/learning
from success so it is
repeated)

We are planning to
(Strategy)

We will know this has

been successful when

That predictions were 8%

below the target (54%vs
62%)

become much more adept

at using data. The use of
external assessment (vs in
house) for summative unit
assessment has given us a
better reliabilty.
Implemented an A* program
that will run alternate weeks
in the run up to the January
mock examinations.
Continued to embed
challenging and stretching
material into our subject
curriculum

Continue this regular summative

unit testing to compliment the
formative assessment startegies in
class.

2015 result should be more

closely matched to our
prediciton.s

Implemented an A* program that

will run alternate weeks in the run
up to the January mock
examinations. Initially recognised
are our high achievers on entry:
Ammar
Eman
Turan
Adam
Calum
Created a PP premium checklist
where we will sit down for 1-1
interventions for our PP students
ensuring that they have the
interventions needed. This will allow
us to remove any barriers, financial
or otherwise, that are preventing
these children from succeeding.

We will reassess our impact

at the January assessment
window.

A positive residual of
0.25 for the upper half of
the groups academic
range but we achieved
only one A* grade.

69% of Pupil Premium

Students across the
school are achieving an
A*-C result in comparison
to a 45% contrast in
Geography.

Recognised our PP students

for our 2015 cohorts and will
actively target interventions
for these students ensuring
that they have the
resources and structure to
succeed.

Aysha
Zeeshan

Review point at January

Assessment

GCSE (2014 cohort) Review of Results

Subject: Geography

There is -1.27 residual of

the lower half of the
groups academic range our weaker students are
underperforming.

Recognised the need for

targeted intervention for our
weaker students and
implemented a Secure a
Pass course that will run up
until the January mocks.

Amar
Unaisah
Kade
Arfiya
Jaimie-Leigh
Turan
Eman
Hassam
Implemented a Secure your Pass
that will run alternate weeks in the
run up to the January mock
examinations. Initially recognised
are our lowest achievers on entry:
Ammarah
Sufyan
Zein
Amar
Shanrawi
Unaisah
Shanteena
Remmi
Kade

We will reassess our impact

at the January assessment
window.

GCSE (2014 cohort) Review of Results

Subject: Geography

Where did students struggle and why?

Contemporary Themes in Geography (Paper 1)
Recall of knowledge and key concepts (A01) were generally high but application of this was
poor (A02) - demonstrated by the poor results in Q3 (see image below) which relied heavily
on application of theory to an unseen case study.
No acceptable results in Foundations paper. Despite best efforts, there remained a barrier in
accessing material. EAL, literacy and BfL are the three main concerns.
There remained an issue in basic geographical skills that should be embedded throughout
KS3. Reteaching basic map skills meant that more advanced map analysis was difficult to
achieve and the poor
results
(Zaini - U in this unit
and A* in
CA), one of our highest
performing students).
This
needs to be addressed as a priority.

GCSE (2014 cohort) Review of Results

Subject: Geography

Geographical Skills

GCSE (2014 cohort) Review of Results

Subject: Geography

Where did they excel and why?

Controlled assessment were mostly on target for our students but
there remained an issue with our lowest ability students
accessing this independent work (Ismael/Saef/Asma). How do we
remove the literacy barrier to geography as an increasingly
diverse range of pupils follow an EBacc route?

GCSE (2014 cohort) Review of Results

Subject: Geography

What is your action plan for this year please?

Attainment in Geography post-2014 will be the focus of the two year Impact Initiative as part of the Teaching Leaders course - see proposal here

Summary
Knowledge and retention is good and the shift for our revision needs to be on skills application.
The removal of the CA element to a coursework paper should suit students as long as they have real world access to data
collection. Residential will be critical to embedding this knowledge.
Results will be supported over the next two years by the Teaching Leaders Impact Initiative.
One class 2015. Two classes sitting 2016 - AKy to be supported where necessary.
Long term overview of KS3 to KS4 transition crucial to embed skills. Now multiple, and non-specialist teachers teaching KS3,
oversight of this needed.
Need to avoid cliff drop off with engagement strategies for disaffected.