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.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

A positive residual of 0.25 for the upper half of the groups academic range but we achieved only one A* grade.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 curriculumImplemented 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 EmanTuran Adam CalumWe will reassess our impact at the January assessment window.

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.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.

Aysha Zeeshan Amar Unaisah Kade Arfiya Jaimie-Leigh Turan Eman HassamReview point at January Assessment

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.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.

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.

Geographical Skills

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?

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.