Land use patterns in the UK
Year 7, Level 3 (Jane’s work)
Activity Description
Pupils were asked to use information from selected pages in an atlas to complete a map to
show arable and rough grazing farming areas of the British Isles and to add a suitable key.
Then they were given questions to answer about the distribution.
Activity Objectives
To help pupils to learn how to extract information from an atlas map and produce a summary
sketch map.
To gain some understanding about the different distribution patterns for rough grazing and
arable farming in Britain.
Commentary
In this work, Jane has used an atlas to produce a simple land use map [uses skills and
secondary sources of evidence]. She identifies land use patterns, begins to describe them and
the related physical features appropriately and draws some comparisons as required by the
question. She offers some reasons for the differences between the north-west and the southeast. She makes use of appropriate vocabulary to communicate her findings. These are
characteristic of aspects of work at Level 3.
Greater detail in description and more explicit recognition of the link between process and
pattern would be indicative of performance in aspects of Level 4. A more open-ended
investigation into land use patterns, following on from a discussion of different types of
patterns [design, temporal, spatial] would provide the opportunity for pupils to identify and
respond to their own questions [a characteristic of Level 5].
A natural hazard and its impact – Earthquake in L.A.
Level 3 / 4 borderline, Y8 (Lauren’s work)
Activity Description
The teacher asked the pupils to produce a report on a natural hazard of their own choice, in the
style of a newspaper article. The activity was planned as an end-of-unit assessment.
The teacher wanted to test the pupils' knowledge and understanding of a unit of work on hazards
by asking each pupil to focus on a natural hazard of choice.
The pupils were provided with an instruction sheet and a mark scheme with mark ranges and
descriptions similar to those used in GCSE coursework. Preparation for the activity included two
brainstorm sessions: one to help the pupils focus on relevant geographical knowledge, and the
other to clarify task requirements. They were also reminded about the sources of information
they could use, for example material from lessons, libraries, computers and CD-ROMs, and for
the need to write in their own words. The teacher encouraged the pupils to use a computer to
word process the report, but this was not obligatory. The pupils carried out work independently,
in class and homework time.
Activity Objectives
The teacher tested the pupils' knowledge and understanding of:
 hazard cause and effect;
 the reactions and responses of different groups of people to hazards;
 how hazards might be managed in the future.
 The teacher also tested the pupils' skills in processing and presenting relevant information,
using maps and diagrams as well as text;
 writing in the style of a newspaper article.
Commentary
Lauren has used the required newspaper format and followed a recognisable sequence of
enquiry in reporting the events.
She is 'beginning to recognise and describe' the pattern of events associated with earthquakes magnitude, collapsing buildings and associated fires (level 4 in patterns and processes).
However, Lauren's report lacks detailed explanations. Although Lauren is aware of how such
events can change the lives and activities of people living in areas where they occur, she has not
attempted to describe what an earthquake is nor explain how or why it occurs. In addition, she
has not referred to the global context of tectonic plates in understanding hazards.
The evidence for level 4 performance in patterns and processes is therefore not secure. Lauren
would have performed better if she had followed more closely the teacher's guidance on
explaining the cause of the hazard.
Lauren has also recognised a restricted range of views about the earthquake (level 3). She has
given some brief examples of how people can reduce earthquake impact, thus recognising how
people attempt to improve the environment for the future (level 3 in environmental change and
sustainable development). However, these examples do not appear to be viewed as part of a
sustainable strategy.
Lauren has used some geographical skills and secondary sources of evidence in this
investigation (level 3), but has not been responsible for suggesting her own questions for
enquiry, nor has she drawn very deeply on existing knowledge and understanding.
There is some evidence of level 4 work, for example in her use of geographical vocabulary, a
photograph and a map, but her interpretation of the activity has not allowed her much scope to
display a good range of enquiry skills.
To generate firm evidence for level 4, Lauren needs to follow instructions more carefully,
enabling her to draw on her geographical knowledge of hazards and to display her
understanding and geographical vocabulary. She would also need to refer in more detail to
management strategies and different views and opinions about them.
Distribution of earthquakes and volcanoes
Level 3 / 4, Year 9 (Adam’s work)
Activity Description
Pupils were set a timed test paper on earthquakes and volcanoes. The paper contained
stimulus resources such as maps and diagrams. It also provided space for pupils to write
their answers. These are extracts from Adam's timed paper.
Activity Objectives
To test pupils' knowledge, understanding and skills at the end of a unit of work on tectonic
activity.
Commentary
The first extract shows knowledge of the global distribution of earthquakes and volcanoes,
and an ability to describe a geographical pattern. Correct names of appropriate continents,
oceans and tectonic plates are given, demonstrating knowledge of some significant places
and environments [knowledge of a range of places in different parts of the world].
The second extract from the same test paper demonstrates knowledge and understanding
about a specific place affected by earthquakes and an appreciation of the importance of the
location of San Francisco at a plate boundary.
Both extracts show characteristics of aspects of work at Level 4 in 'places' and 'patterns and
processes'.
As far as 'enquiry and skills' are concerned, the extract does not provide sufficient evidence
for performance reaching level 4. During the test, Adam interprets a world distribution map
showing tectonic activity and draws a simple sketch map to illustrate a point [use skills and
sources of evidence/level3].
These test questions were not designed to give evidence of higher performance. There are
no demands on the pupils beyond description of pattern and simple explanation [the link
between the activity and plate boundaries being made explicit]. Questions requiring more
detailed description and explanation of tectonic processes and of the impact on human life
appeared later in the test paper and these demanded greater understanding and depth of
response from pupils.
A natural hazard and its impact – Flooding in England
Level 4 / 5 , Y8 (Bill’s work)
Activity Description
The teacher asked the pupils to produce a report on a natural hazard of their own choice, in
the style of a newspaper article. The activity was planned as an end-of-unit assessment.
The teacher wanted to test the pupils' knowledge and understanding of a unit of work on
hazards by asking each pupil to focus on a natural hazard of choice.
The pupils were provided with an instruction sheet and a mark scheme with mark ranges and
descriptions similar to those used in GCSE coursework. Preparation for the activity included
two brainstorm sessions: one to help the pupils focus on relevant geographical knowledge,
and the other to clarify task requirements. They were also reminded about the sources of
information they could use, for example material from lessons, libraries, computers and CDROMs, and for the need to write in their own words. The teacher encouraged the pupils to use
a computer to word process the report, but this was not obligatory. The pupils carried out work
independently, in class and homework time.
Activity Objectives
The teacher tested the pupils' knowledge and understanding of:
 hazard cause and effect;
 the reactions and responses of different groups of people to hazards;
 how hazards might be managed in the future.
 The teacher also tested the pupils' skills in processing and presenting relevant information,
using maps and diagrams as well as text;
 writing in the style of a newspaper article.
Commentary
Bill has provided a more detailed enquiry sequence than Lauren’s work on an Eathquake in
LA. and he covers both physical and human aspects. He is able to 'recognise and describe
geographical patterns' related to how rivers flood and shows that he understands 'the
importance of wider geographical location in understanding places' (level 4).
He is beginning to explain the physical process of how continuous heavy rain and saturated
ground cause river channels to overflow (level 5). However, his explanation would need a little
more elaboration to be a secure level 5.
Bill has described how the process of flooding can impact on the lives of people who live in
affected areas. He has recognised how people may 'try to manage environments sustainably'
to reduce or prevent flood impact, though he does not use the term explicitly.
His enquiry has made clear (through interviews with victims and the environment agency
worker) that different groups of people may hold different views about such events. He is also
able to 'select and use appropriate skills' to investigate the topic and 'present his findings both
graphically and in writing'. These are all characteristics of work at level 5.
To reveal more secure evidence for level 5, Bill would need to describe and explain the
physical and human processes more thoroughly, using appropriate geographical vocabulary.
In addition, he could use the maps more effectively to show the locations of rivers and towns
named.
A natural hazard and its impact:
Earthquake in San Francisco
Level 6c, Y8 (Chris’ work)
Activity Description
The teacher asked the pupils to produce a report on a natural hazard of their own choice, in the
style of a newspaper article. The activity was planned as an end-of-unit assessment.
The teacher wanted to test the pupils' knowledge and understanding of a unit of work on
hazards by asking each pupil to focus on a natural hazard of choice.
The pupils were provided with an instruction sheet and a mark scheme with mark ranges and
descriptions similar to those used in GCSE coursework. Preparation for the activity included
two brainstorm sessions: one to help the pupils focus on relevant geographical knowledge, and
the other to clarify task requirements. They were also reminded about the sources of information
they could use, for example material from lessons, libraries, computers and CD-ROMs, and for
the need to write in their own words. The teacher encouraged the pupils to use a computer to
word process the report, but this was not obligatory. The pupils carried out work independently,
in class and homework time.
Activity Objectives
The teacher tested the pupils' knowledge and understanding of:
 hazard cause and effect;
 the reactions and responses of different groups of people to hazards;
 how hazards might be managed in the future.
 The teacher also tested the pupils' skills in processing and presenting relevant information,
using maps and diagrams as well as text;
 writing in the style of a newspaper article.
Commentary
Christopher has used the required newspaper format and followed a recognisable sequence of
enquiry in reporting the events.
He has reported on the San Francisco earthquake of 1989, making appropriate use of maps,
diagrams and statistics. His work shows that he is able to 'describe and explain geographical
patterns and physical and human processes' (level 5).
In his discussion of primary and secondary effects, Christopher has also displayed
understanding of how these processes interact (level 6). Although this section is only a few lines
long, Christopher has begun to explore the idea that 'physical processes operating at different
scales [the movement of tectonic plates] create geographical patterns and lead to changes in
places' (level 6).
Christopher has described how the process of earth movements can affect the lives of people
who live at plate margins and identifies the need to prepare people and communities for such
events. His description of the various building techniques that are able to withstand tremors
demonstrates that he 'recognises how people try different approaches to managing such
environments sustainably' (level 6).
He has selected and used appropriate skills to investigate the topic and is able to 'present his
findings in a coherent way' with the aid of a word processor and simple desktop publishing.
These are characteristics of work at level 6 in enquiry and skills, and in environmental change
and sustainable development.
To confirm attainment at level 6, Christopher would need to provide a more thorough
conclusion. Furthermore, if Christopher was given the opportunity to compare earthquake
events, their impact in different contexts and different approaches to managing these
environments (for example in Japan and the USA), he might be able to attain level 7.
Testing relationships between development indicators
Level 6, Y9 (Hannah’s work)
Activity Description
After some introductory atlas work and discussion about the meaning of 'development', pupils
were introduced to the idea of using scatter graphs to test the relationship between
development indicators, such as gross national product [GNP], life expectancy, percentage
labour force in agricultural employment. To reinforce their understanding, they were asked first
to explain the scatter graph techniques and secondly, to apply it using figures provided by the
teacher.
Activity Objectives
To explore the concept of 'development' using scatter graphs to test relationships between
different variables.
Commentary
Although the technique was chosen by the teacher, Hannah uses the scatter graph
competently and labels it accurately and appropriately. This shows her growing independence
in using geographical skills. Her written explanation of this technique is accurate and clear,
although there are some difficult ideas about positive and negative relationships to express.
She provides a brief written conclusion to the graphs showing that she can apply her general
understanding to these particular cases. Her response to the task is characteristic of aspects
of work at Level 7, although it would be necessary to see a wider range of her independent
work and evidence of her ability to select and evaluate sources of data before the level 7 could
be confirmed.
There is opportunity to involve pupils in the choice of a wider range of development indicators
and to ask them to evaluate critically their value. More able mathematicians might test out the
use of Spearman's Rank Correlation Coefficient. Having learnt to draw scatter graphs, pupils
could then use an ICT package so that more time could be spent on interpretation of the
graphed results.
Kobe earthquake
Level 6 / 7, Y9 (Katy’s work)
Activity Description
After studying the causes and consequences of the Kobe earthquake, pupils were asked to
analyse a range of press reports about it and to write an evaluative summary report.
Activity Objectives
To develop pupils' appreciation of the importance of media images in delivering topical
geographical information.
To develop pupils' evaluative thinking skills in a geographical context, which would be useful to
them in adult life.
To apply skills learned in English.
Commentary
These extracts from Katy's report demonstrate awareness of different reporting styles and of
how these relate to the accurate background information required about the earthquake. Katy
shows a mature understanding that newspapers have to communicate in ways appropriate to
task and audience. Her writing also shows an appreciation that people's lives and environments
may be significantly affected by events and actions [including press reporting] in other places.
The argument is well constructed, following a logical sequence of investigation [only part of
which is shown here] and reaching a reasonably substantiated conclusion. These are
characteristics of aspects of work at Level 7.
Although the style of the report implies that Katy understands the complex physical and human
processes leading to the character of this part of Japan, there is not enough detail in this
exercise to provide full evidence of level 7 or 8 in this respect.
If the full report presents a more detailed critique of the facts about the earthquake and its
causes, as reported in the different types of newspapers, then there would have been sufficient
evidence to consider performance at level 8. Another demanding task would have been for
pupils to critically assess the quality [rather than quantity] of visual material included in the
articles
Tourism and conservation in The Gower
Level 7, Y8 (Emma’s work)
Activity Description
The teacher asked the pupils to plan their own geographical enquiry. The investigation came at
the end of a year 8 unit on environmental geography. This unit explored what makes an
environment attractive, who cares for it, how conflicts arise and why it needs to be planned and
managed.
Resource material included a section from a key stage 3 text series and two videos - one on the
New Forest and the other on the Aviemore area of the Scottish Highlands.
The teacher provided three helpful guidance sheets for the pupils before they embarked on the
work:



general guidance on the main stages of investigation;
assistance with asking geographical questions and using them as a framework for planning;
an assessment sheet linked to performance at three level bands.
Activity Objectives
To involve the pupils in planning an enquiry that focuses on conflict management in an attractive
environment of their own choice.
Commentary
Emma has used the guidance sheets to formulate her own questions. The teacher checked her
questions and Emma subsequently modified them during the course of the investigation so that
they were relevant, drawing on her own knowledge and understanding (see pages 1 and 2 of
Emma's work). She used them to plan her own appropriate sequence of work (level 7 in
enquiry).
Emma's study, of which only an extract appears here, was produced with a simple DTP
package. It is well presented and sequenced, and incorporates relevant illustrative photographs.
She has used a conflict matrix (page 3) to reveal how conflicts may arise between tourist
activities and aspects of plant, animal and bird life in the area.
Her work incorporates both primary evidence (her own photographs and surveys) and
secondary evidence (pamphlets from tourist information and the planning department) to
describe effectively different approaches to managing the Gower environment.
Throughout the work, Emma is able to 'select and use accurately a wide range of skills' (level 7
in enquiry and skills). In particular, she has made good use of her own photographs, referring to
them intelligently in the report (see, for example, page 9). She has also revealed understanding
that 'many factors, including people's values and attitudes, influence decisions made' (level 7 in
environmental change and sustainable development).
Emma 'presents her findings in a coherent way' to arrive at her own judgement, in which she
has found little evidence of conflict in the Gower because of the careful planning and
appropriate management strategies. She has appreciated that 'considerations of sustainable
development affect the planning and management of environments' (level 7 in environmental
change and sustainable development), for example in her comments on land erosion (page 5).
Her final conclusion (page 11) is brief, probably because she has summarised findings
throughout the report, but it does show that she can substantiate her findings (level 7).
Emma's general approach and handling of the investigation show evidence of level 7 in enquiry
and skills, and sometimes suggest level 8 - such as in her independent approach and
occasionally well-framed evaluative comments (see page 7).
To raise attainment securely to level 8, Emma would need to show more signs that she can
critically evaluate sources of evidence. Access to further case studies would allow her to make
comparisons and recognise different approaches to management and the factors that influence
these.