ࡱ> U@  %bjbj XJ4@"@"@"h"T"$916,$,$"N$N$N$,),),)0000000$o2R4`0,)((|,),)0N$N$^0))),)dN$N$0),)0))**N$ $ Dž@")d*+ 1091*!5)!5*!5*),),),)00@")@" Name: ______________________________________ Target Level:________ Date: _________________________________ Teacher: ____________________________________________ Actual Level: ________ Class: _______________ Key Concepts Type of Study: place, issue, problem-basedDifferent parts of the world in a wider setting and context: To show aspects of changing geography, current issues, and place in the World today.A balance of human and physical geography: physical geography, environmental processes, natural landscapes, human geography, human processes, Built and managed landscapes.Key ConceptsLevel 4Level 5Level 6Level 7Level 8Exceptional PerformancePlace Real places Geographical imagination You show that you know about and understand about Gloucester in the UK.You show increasing depth You show more detailed knowledge about Gloucester in the UK.You use your knowledge and understanding of Gloucester in the UK.You make links in your knowledge and understanding of Gloucester and the UK.You use your knowledge and understanding of UK and World Geography. What a place is like How places became like they are You point out and say what the natural and built things of Gloucester are like.You say what the physical and human characteristics of Gloucester are like.You describe and begin to analyse physical and human characteristics of Gloucester.You analyse the physical and human characteristics of GloucesterHow places are subject to change You explain changes in the characteristics of Gloucester over time.You explain and predict change in the characteristics of Gloucester over time.Scale Local - Gloucester National - UK Seeking links between scalesYou use a range of scales.You use a wide range of scales.You have detailed knowledge of a wide range of scales. Environmental Interaction Influences of peopleYou understand that people can both improve and damage the environment. You understand some ways that human activities cause environments to change.You recognise how conflicting demands on the environment may arise.You understand how the interaction between people and environments can result in complex and unintended changes. You analyse different approaches to developing places and environments and explain the causes and consequences of environmental change. You assess the relative merits of different ways of tackling environmental issues and justify Your views about these different approaches.Changing physical and human processes You understand that increased rainfall and building on flood plains can lead to flooding in Gloucester.You describe and explain physical and human processes and recognise that these processes interact to produce the distinctive characteristics of Gloucester river processes, rainfall, industrial location, and residential building.You describe and explain interactions within and between physical and human processes in Gloucester rainfall, river discharge, location and the built environment.You analyse the interactions within and between the location, weather, rivers, and the built environment in Gloucester.You explain complex interactions within and between the location, weather, rivers, and the built environment in Gloucester.ChangeYou give reasons for how flooding affects the lives and activities of people living in Gloucester.You show how planning developments to avoid flooding help change places and environments.You show how complex interactions between physical and human processes help change places and environments. You recognise that human actions, including your own, may have unintended environmental consequences and that change sometimes leads to conflict. Key Processes Geographical enquiry: Closely structured, open-endedGraphicacy and visual literacy: Use of atlas, maps, photographs, data and ICT Producing maps and plans at different scalesKey ProcessesLevel 4Level 5Level 6Level 7Level 8Exceptional PerformanceEnquiry Sequence of investigationYou draw selectively on geographical ideas and theories.You use the plan given to youYou use the plan given to youYou suggest appropriate sequences of investigation by producing your own plan. You hand your work in on time. With growing independence you establish Your own sequence of investigation by producing your own plan. You hand your work in on time. You show independence in identifying and in using an effective sequence of investigation by producing your own plan. You hand your work in on time. You carry out geographical investigations independently at different scales and produce your own plan. You hand your work in on time. You use a range of geographical skills to help them investigate places and environments.You select and use appropriate skills to help them investigate places and environments.You select a range of skills and use them effectively in Your investigations.You select and use accurately a wide range of skills.You select a wide range of skills and use them effectively and accurately.You use accurately a wide range of appropriate skills Use of evidenceYou use primary and secondary sources of evidence in Your investigations.You select information and sources of evidence.You select a range of sources of evidence and use them effectively in Your investigations.You use accurately a wide range of sources of evidence.Evaluation of sourcesYou are beginning to identify bias.You identify potential bias in sources.You evaluate sources of evidence critically, detect and respond to bias.You evaluate sources of evidence critically before using them in Your investigations.You evaluate sources of evidence critically.PresentationYou select and use appropriate ways of presenting information to help them investigate places and environments.You present Your findings in a logical way that makes sense using appropriate methods.You present well-argued summaries of your investigations.You present full and coherently argued summaries of your investigations.You present coherent arguments.ConclusionsYou suggest plausible conclusions to your investigations.You reach conclusions that are consistent with the evidence.You begin to reach substantiated conclusions.You reach substantiated conclusions.You have effective, accurate and well-substantiated conclusions. Geographical communication VocabularyYou use appropriate vocabulary.You use accurate geographical vocabulary.StyleYou present Your findings both graphically (a sketch map drawn to scale) and in writing. This work shows progress towards level _______. Your target level is now ___________ . To achieve this target level you need to now focus on: Following your guidance sheet carefully and covering all that you need to. Drawing more accurate sketch maps to scale. Including your workings out. Structure your work carefully with an introduction, middle section and conclusion. Structure your writing carefully by using writing frames and using more geographical vocabulary. Add more detail to your descriptions. Develop your explanations by adding more detail. Focus on how human and physical processes are linked. Use a wider range of sources and consider how biased they are. 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