« on: April 14, 2014, 12:34:44 PM »
Are you working there then? I'm interested... Could you e-mail me on firstname.lastname@example.org so I can ask you questions, check if my career profile might be of interest to Caxton etc?? Best wishes, Kevin.
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Just after a bit of advice. All students and all subjects at our school have been given 'flightpath' targets of expected progress. Some of these for geography are based on the big 3 subjects and not on anything geography related. Have any of you had to produce targets for students and expected progress in geography?? In my experience most of the progress levels wise takes place in year 8 and 9 and only some progress is made in year 9- all being exponential- I've started but if you have experience can you share
I have to produce a flightpath target for students looking something like this
Year 7 year 8 year 9 GCSE
5b 6a 7a A*
5c 6b 7b A
You really should not worry about this too much (I know that is hard):
Design your KS3 around a few things:
1. What geographies are important/engaging to your students?
2. What geographies best prepare them for GCSE study?
3. What do you and you colleagues think the students need to know about?
Do that, and your probably be following the NC, have engaged learners, good GCSE results happy SMT, staff and OFSTED.
question is, do you recognise him?
Excellent... good old Eliot... I always suspected he was the producer's son (producer was Len Brown) - does anyone know if that's right? Honest truth is that I and my students felt he sounded like a pompous public school boy and found that mildly irritating... not that presenting professional geography videos as a sixth former was likely very easy...
"I feel the able students are strong on researching case studies & retaining up to date geographies from tv, radio & other media feeds, it can give them an A edge, but only if examiners are up to speed."
For me one of the biggest sins is failing to award very able students for very sophisticated responses that accurately and appropriately go way beyond GCSE. Sometimes they not have stated the basic L1 point but have answered to AS/A level standard yet don't get out of level 1. Such answers often display an amazing level of knowledge and application of detail that in an AS/A level would have been an A grade and which more than hits the 3 required statements at level 3 for the top level at GCSE.
Nothing worse than telling able students that they need to water down their answers as they are too sophisticated to score well at GCSE.
Kevin I am intrigued what on earth is STD?!!!Specifics, terms, detail/development :-)