year 10, gcse, assessment calendar, tgaw

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year 10, gcse, assessment calendar, tgaw

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<p>Scheme of Work</p> <p>Tudor Grange Academy Worcester Assessment Calendar Core Template</p> <p>Assessment Calendar (Core subjects and Key Stage 4 option subjects)</p> <p>Subject:</p> <p>Geography</p> <p>Year Group:</p> <p>Year 10</p> <p>Course / Qualification:</p> <p>GCSE Geography</p> <p>Assessments:</p> <p>Half Term 1</p> <p>Assessment Title:Formative Assessment 1</p> <p>Formative Assessment 2Common Assessment</p> <p>What factors influence population change?</p> <p>A. Categorisation task; Identifying and defining factors that effect population change.</p> <p>B. Using the formula for natural change to calculate changing population.</p> <p>GCSE Practise Questions</p> <p>Past AQA GCSE questions on DTM, Population Pyramids.</p> <p>(18 marks)GCSE Case study question: China one child policyPast AQA GCSE question on Unit 8: Population Change.</p> <p>(8 marks)</p> <p>File Location:</p> <p>Feedback to students:Written Comment Mark out of 25 for correct definition and extra marks for correct calculation of natural change.</p> <p>Mark out of 18 using success criteria linked to GCSE level grade boundary,</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Mark out of 8 using success criteria linked to GCSE level grade boundary,</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.</p> <p>Half Term 2</p> <p>Assessment Title:Formative Assessment 1</p> <p>Formative Assessment 2Common Assessment</p> <p>Problems of an Aging Population</p> <p>Use thinking hats to explore and evaluate impacts and solutions of an aging population in the U.K.</p> <p>Mystery Task: Where is Enrique going?</p> <p>Mexico- USA migration; Students solve mystery by sorting push/ pull factors into social, economic, environmental and political factors before making a justified decision- should Enrique say or go?</p> <p>GCSE End of Unit 6: Population Change (past) paper.</p> <p>30 marks.</p> <p>File Location:Problems of an Aging Population</p> <p>Use thinking hats to explore and evaluate impacts and solutions of an aging population in the U.K.</p> <p>Mystery Task: Where is Enrique going?</p> <p>Mexico- USA migration; Students solve mystery by sorting push/ pull factors into social, economic, environmental and political factors before making a justified decision- should Enrique say or go?</p> <p>GCSE End of Unit 6: Population Change (past) paper.</p> <p>30 marks.</p> <p>Feedback to students:Problems of an Aging Population</p> <p>Use thinking hats to explore and evaluate impacts and solutions of an aging population in the U.K.</p> <p>Mystery Task: Where is Enrique going?</p> <p>Mexico- USA migration; Students solve mystery by sorting push/ pull factors into social, economic, environmental and political factors before making a justified decision- should Enrique say or go?</p> <p>GCSE End of Unit 6: Population Change (past) paper.</p> <p>30 marks.</p> <p>Half Term 3</p> <p>Assessment Title:Formative Assessment 1</p> <p>Formative Assessment 2Common Assessment</p> <p>What are the key indicators of world development?</p> <p>Students define and explain 7 key indicators of word development using geographical terminology Hurricane Ivan case study</p> <p>Students complete a 7 mark GCSE question linked to the case study of hurricane IvanIs there a way to end world debt?</p> <p>Students carry out independent investigation to evaluate the extent of third world debt before writing it up into a report</p> <p>Skills preparation for controlled assessment</p> <p>File Location:</p> <p>Feedback to students:Self Assessment</p> <p>Numerical mark /14 which translates to a GCSE grade</p> <p>Students reflect by writing own comment and reviewing learning by setting 2 personal targets.</p> <p>Attitude to learning grade</p> <p>Peer Assessment</p> <p>GCSE Grade- AQA criteria</p> <p>2 targets and full written comment</p> <p>Attitude to learning gradeUsing success criteria linked to GCSE grade boundaries.</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.</p> <p>Half Term 4</p> <p>Assessment Title:Formative Assessment 1</p> <p>Formative Assessment 2Common Assessment</p> <p>GCSE CASE STUDY PAST QUESTION</p> <p>Using case study examples explain why development is uneven across Europe.</p> <p>8 marksGCSE SKILLS PAST QUESTION</p> <p>What can be done to even out development across the EU?</p> <p>10 marksAQA GCSE PAST PAPER: Unit 11: The development gap (2010)</p> <p>25 marks</p> <p>File Location:</p> <p>Feedback to students:Using success criteria and varying perspectives. AFL and peer assessment- supported by teacher assessment</p> <p>Full written Comment Mark out of 10 for accuracy of geographical skills </p> <p>-2 targets. </p> <p>Attitude to learning gradeUsing success criteria linked to GCSE grade boundaries.</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.</p> <p>Half Term 5</p> <p>Assessment Title:Formative Assessment 1</p> <p>Formative Assessment 2Common Assessment</p> <p>GCSE CASE STUDY QUESTION:</p> <p>Using case study examples explain how ICT and communications have impacted upon the development of the poor world</p> <p>(8 marks)</p> <p>GCSE FIGURE ANALYSIS QUESTION:What messages might figure 3 communicate about the effects of TNCs in the poor world?</p> <p> (6 marks)GCSE CASE STUDY QUESTION:Explain the positive and negative social impacts of China becoming the new economic giant</p> <p>(8 marks)</p> <p>File Location:</p> <p>Feedback to students:Mark out of 8 using success criteria linked to GCSE level grade boundary,</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.Peer Assessment- Mark out of 6 using success criteria linked to GCSE level grade boundary,</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.Teacher and Self Assessment- Mark out of 6 using success criteria linked to GCSE level grade boundary,</p> <p>Full diagnostic written comment 2 Targets.</p> <p>Half Term 6</p> <p>Assessment Title:Formative Assessment 1</p> <p>Formative Assessment 2Common Assessment</p> <p>Research task: Global demand for energy.Students research the variations in the global use of energy and write a report about the impacts of future energy usage increases.GCSE Exam Question: Using a case study example, explain why international cooperation is needed to tackle water supply issues.</p> <p>(8 marks)GCSE End of Unit 12: Globalisation (past) paper.</p> <p>25marks.</p> <p>File Location:</p> <p>Feedback to students:Using success criteria linked to GCSE grade boundaries.</p> <p>Full diagnostic written comment 2 Targets. Attitude to learning grade.</p> <p>Peer Assessment- Mark out of 8 using success criteria linked to GCSE mark scheme.</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Using success criteria linked to GCSE grade boundaries.</p> <p>Full diagnostic written comment 2 Targets. </p> <p>Attitude to learning grade.</p> <p>PAGE 1Stimulating the next generation of achievers</p>