assessment caldendar, tgaw, year 7 geo

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assessment caldendar, tgaw, year 7 geo

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<p>Scheme of Work</p> <p>Tudor Grange Academy Worcester Assessment Calendar Non Core Template</p> <p>Assessment Calendar (Non Core)Subject:</p> <p>Humanities</p> <p>Year Group:</p> <p>7</p> <p>Course / Qualification:</p> <p>Middle Years Programme</p> <p>Assessments:</p> <p>Half Term 1</p> <p>Assessment Title:</p> <p>Knowledge and Understanding</p> <p>Formative Assessment 1</p> <p>Common Assessment</p> <p>RS Report into Robert Oppenheimer and concept of powerHistory Interpretation of a fairy taleGeography Journey to the centre of the earth- design a machine challenge</p> <p>RS Genesis written assessmentHistory Skills Based Assessment</p> <p>Geography Why did so many people die in the Japan earthquake? Identifying causes/effects/responses. Students write a piece of extended writing</p> <p>File Location:</p> <p>Feedback to students:RS - Written comment Full diagnostic 2 Targets.</p> <p>History ATL grade</p> <p>Geography - Using success criteria linked to gse skills/level ladder.</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.</p> <p>RS - Part peer assessment/diagnostic comment by MOS.History Diagnostic Grade with areas for focus and improvementGeography - Full diagnostic written comment</p> <p>Full diagnostic written comment</p> <p>Attitude to learning grade.</p> <p>Half Term 2</p> <p>Assessment Title:</p> <p>Independent Research SkillsFormative Assessment 1</p> <p>Common Assessment</p> <p>Geography Why did so many people die in the Haiti earthquake?</p> <p> Identifying causes/effects/responses. Students write a piece of extended writingHistory Counterfactual history Email Harold Godwinson and explain how he can win the Battle of Hastings.</p> <p>Geography Independent learning:</p> <p>Hollywood myth or reality?</p> <p>Students research the current debate on the impact of global warming in order to write an evidence report arguing whether climate change is Hollywood myth or reality?History Knowledge and Understanding of events in 1066. Using key terms and graph plotting.</p> <p>File Location:</p> <p>Feedback to students:Geography Using success criteria linked to gcse skills/level ladder.</p> <p>Full diagnostic written comment 2 Targets. Attitude to learning grade.History Peer assessment to gain knowledge of GCSE mark scheme, GCSE mark and a personal target.</p> <p>Geography Using success criteria linked to gcse skills/level ladder.</p> <p>Full diagnostic written comment 2 Targets. Attitude to learning grade.</p> <p>PSHE rainbowHistory Full diagnostic written comment. GCSE grade.</p> <p>Half Term 3</p> <p>Assessment Title:</p> <p>Using EvidenceFormative Assessment 1</p> <p>Common Assessment</p> <p>History Selecting evidence to back up hypothesis (picture)</p> <p>RS Written dialogue with description of key terms.</p> <p>Geography- How have animals adapted to living in the Antarctic?</p> <p>Students will design and explain 6 adaptations for own Antarctic specieHistory Essay on religious turbulence during Tudor period. </p> <p>RS Festivals Grid to be completed with opportunity for extension. Explaining importance of religious belief and symbolism.Geography- Which activities should and shouldnt be allowed in Antartica?</p> <p>Students will take the problems Anatarica is currently facing to write an email to the United Nations, explaining how they think Antarctica should be used.</p> <p>File Location:</p> <p>Feedback to students:History Written a paragraph choosing three key symbols illustrating religious change. </p> <p>RS Written comment with one target.Geography- Using success criteria and varying perspectives. AFL and self assessment.Marked against GSCE criteria for taskHistory - Marked on grid for levels and skills. </p> <p>RS Written comment with two targets.</p> <p>A2 Learning Mark.Geography - Using success criteria and varying perspectives. AFL and peer assessment.</p> <p>Marked against GSCE criteria for task</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.</p> <p>Half Term 4</p> <p>Assessment Title:</p> <p>Creative Thinking SkillsFormative Assessment 1</p> <p>Common Assessment</p> <p>RS Holocaust Memorial Activity. </p> <p>Geography- How can I use fieldwork skills to carry out an environmental investigation?</p> <p>Students participate in KBG campaign by carrying out a litter pick of the school siteHistory - NoneRS Written Assessment on Anne Frank and Persecution. </p> <p>Geography How can I design a campaign to promote environmental sustainably?</p> <p>Students design own environmental campaign for independent learning project</p> <p>File Location:</p> <p>Feedback to students:Geography- Using success criteria linked to skills ladder.</p> <p>Self- Assessment and written comment with 2 Targets.</p> <p>RS Peer Assessment Supplemented by teacher grading</p> <p>RS Formal written comment with two targets.</p> <p>Geography - GCSE Grade</p> <p>Attitude to learning</p> <p>2 targets/ full written comment</p> <p>PSHE skills criteria</p> <p>Half Term 5</p> <p>Assessment Title:</p> <p>Decision Making SkillsFormative Assessment 1</p> <p>Common Assessment</p> <p>Geography- Migration to Brazil:</p> <p>Students decide whether character should stay or go by watching animated clip and then answering differentiated enquiry questions about push and pull factors.</p> <p>RS Paragraph allocation exercise linking key words to textHistory Why did the Roylists lose the Battle of Marston Moor?</p> <p>Geography- How can I compare and contrast population policies?</p> <p>Students decide upon the factors that determine a successful population policy by contrasting case study examples; students then design own population policy using frame work. </p> <p>RS Written Assessment on Buddhism</p> <p>History None</p> <p>File Location:</p> <p>Feedback to students:Geography- Using success criteria linked to skills ladder.</p> <p>Self- Assessment and written comment with 2 Targets.</p> <p>RS Immediate Feedback Mark given/discussion about how to get higher grade. Students sent home with paragraphs to prepare for assessment.History Peer Assessment Shared with two targets given</p> <p>Geography- Using success criteria linked to KS3 skills/level ladder.</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.</p> <p>RS Full diagnostic written comment with comments.</p> <p>Attitude to learning grade</p> <p>Half Term 6</p> <p>Assessment Title:</p> <p>Team Work and Communication SkillsFormative Assessment 1</p> <p>Common Assessment</p> <p>Geography- How do banana farmers use fair trade?</p> <p>Students play trade game to investigate and discover the unfair distribution within the global trade network.</p> <p>History Why did the Royalists lose the English Civil War?</p> <p>File Location:</p> <p>Feedback to students:Geography: Success criteria for banana game success is established as class. Students use peer assessment to mark each other against criteria before giving oral feedback -comment and 2 targets. </p> <p>Supported by teacher feedback against class criteria</p> <p>History Full formal assessment grade with two targets</p> <p>PAGE 6Stimulating the next generation of achievers</p>