Outstanding Geography lesson

1. Class
Before this lesson
During this lesson
After this lesson
10EGe1
This is a mixed ability Y10 GCSE group. Average KS2
levels span from L3b to L5b.
Students have just moved onto a new unit of work and are
studying the way in which people and the natural world
interact. This is a unit based on physical geography. Last
week we looked at an overview of the unit, and students
pondered the question about why we need to study physical
geography.
They will explore the impacts and causes of the floods that
took place in the UK in 2012.
Students will collaborate to collect information and
generate questions. They will then carry out an open
ended enquiry in which they have to collaborate to
generate conclusions. The most able students will go on
to evaluate the role of people and nature in causing the
floods.
Students will use their structured notes and findings to
create a one page graphic which combines words and
pictures to explain the causes and effects of the UK
Floods 2012.
OR
They will write up a structured paragraph analysis to
explain their thoughts in writing.
Learning Objectives
AfL
All students will:
Describe and explain the causes and impacts of the
floods in the UK 2012.
Generate their own questions and conclusions.
Most students will:
Explain the causes and impacts of the floods in the UK
2012.
Generate their own questions and a conclusion about a
broader question.
Some
Evaluate the causes and impacts of the floods in the UK
2012.
Generate their own questions and a conclusion which
evaluates the role of people and the environment.
Key Words
drought
extreme weather
flood
global warming
jet stream
rainfall
run-off
saturation
sewage
Level ladders to support self assessment and track progress during
the lesson.
Engagement
Visual - use of video material.
Auditory - use of audio material and
purposeful us of talk in groups to
generate conclusions.
Kinesthetic - students
have a card sorting
activity to use to explore
the causes and effects of
flooding.
Students have been carefully grouped by progress
and achievement and to support group/pair work.
Students will receive differentiated tasks based on
progress and attainment. Support staff allocated to
target key students.
Pitched questions to unlock learning and promote
metacognition.
Students will check their targets and respond to the
commentary from me during the 2 hour lesson.
Learning Episodes
Evaluating
causes and
impacts
Making links between
people and nature.
Explaining impacts and causes.
Describing impacts and causes.
Teacher led?
Student led?
Teacher led? Student led?
Teacher led? Student
led?
Teacher led? Student
led?
Teacher led? Student
led?
Odd One Out
Students work
individually to
decide on which is
the odd-one-out.
Feedback
Video Notes
Students generate notes in
pairs on impacts and causes of
flooding in the UK 2012. They
have to generate a series of
questions about this.
Students share 1 cause, 1
effect and their best question.
This is a differentiated activity
with some students provided
with support and prompting to
scaffold their learning.
Presentation
Using mini-whiteboards
students have to draw
their own version of a
diagram to make sense
of the ‘puzzle’ on the
board.
They come to the front
to present their
solution.
Sorting Activity
Students work in pairs
to generate their own
enquiry and findings
about a broader
question.
This will be scaffolded
with regular feedback
to the teacher to check
understanding and
scaffold their thinking.
Review and Plenary
Students carry out a
self review using a
level ladder.
Students review
eachother’s
conclusions and peer
review them providing
clear feedback about
the quality of the
conclusions.

2. Support for writing and
differentiated language
FRONT
Selma Warsame
KS3: 6A Target: B ATT: B3
PRD:: B2
Action:
Needs to translate oral understanding
into written output - use of VAK
strategies and writing frames. Push
to explain and evaluate for diff
groups.
Extension work and higher
level activities.
Ayub Mohamed
KS3: ?? Target: B ATT: C2 PRD:
C1
Action:
Clear frameworks for writing with a
focus on more detailed explanation
of thinking. Good oral understanding
not translated into written output.
Use of VAK and writing frames.
Charlie McNair
KS3: 7C Target: A ATT: C3
PRD: B2
Action:
High level of oral understanding relishes open challenges and group
work. Close frameworks and clear
goals. Focus on catch up due to
hand injury.
Rachel Querec
KS3: 6A Target: A ATT: B1 PRD:
A3
G&T
Action:
Needs challenging to evaluate and
consider issues of sustainability.
Needs to provide more supporting
evidence.
Tamanna Aziz
KS3: 6B Target: B
ATT: C2
PRD: B2
Action:
Concentration and low expectations quick rewards and clear frameworks
for writing. Focus on detailed
explanation supported by evidence.
5 Whys?
Ibtisam Mahfouz
KS3: 7C Target: A ATT: C1
PRD: B1
Action:
Quick rewards and positive feedback.
Clear frameworks for thinking. Use of
VAK strategies - very visual learner.
Amy Brennan
KS3: 7A Target: B
ATT: B2
PRD: B1
Action:
Lots of progress - needs to focus on
precision and detail of explanation
and evaluation of impacts on
different groups.
Charlotte Johannesen
KS3: 7B Target: A
ATT: A2
PRD: A1
G&T
Action:
Needs challenging to evaluate and
consider issues of sustainability.
Needs to provide more supporting
evidence.
LSA Support (for Jake)
Alleshia Scott-Barrett
KS3: 6A Target: A ATT: C1
PRD: B2
Action:
Needs to increase the detail and
explanation of her answers, and to be
more precise in her use of evidence.
Noah Johnny
KS3: 6A Target: A
ATT: C3
PRD: C1
Action:
After slow start - much better
progress. Needs to focus on
accuracy and detail of explanations
supported by evidence. 5 Whys?
Rachael Adeyemo
KS3: 7B Target: A
ATT: A2
PRD: A1
Action:
Needs challenging to evaluate and
consider issues of sustainability.
Needs to provide more supporting
evidence.
Christina Cheng
KS3: 6C Target: B ATT: C2
PRD:: C1
Action:
Needs support organising ideas, and
extending detail of explanation - 5
Whys? Use of oral work prior to
writing as a strategy.
Less then expected
progress
Expected Progress
Good Progress
Kenny Bui
KS3: 6A Target: A ATT: C1
PRD:: B3
Action:
Clear frameworks for writing with a
focus on more detailed explanation
of thinking. Good oral
understanding not translated into
written output. Use of VAK and
writing frames.
Conor Gray
KS3: 6B Target: B ATT: C2 PRD:
B3
Action:
Good oral understanding. Needs
quick rewards and highly structured
activities to maintain focus. Detailed
explanation and evaluation of
impacts on different groups.
Jake Epstein Covington
KS3: 6B Target: B
ATT: C2
PRD: C1
FSM SEN: S
Action:
Verbal praise, check homework
recorded, clear and direct
instructions, some scribing.
Ben Coombe
KS3: ?? Target: B ATT: D1
PRD: D1
SEN: SAP (dyslexia)
Action:
Extra time to answer questions. Note
homework in planner. Regular check
in - writing frames. Visual prompts.
Alex Montague
KS3: 8C Target: B ATT: A3 PRD:
A1
SEN: SA
Action:
Responds well to structure and
frameworks. Needs challenging to
evaluate and consider issues of
sustainability.
Tyrone Palmer
KS3: 6A Target: B ATT: C2
PRD: C1
FSM
Action:
More extended detail supported by
evidence need - push to explain and
evaluate for different groups.
Sid Louge
KS3: 5B Target: C ATT: D2
PRD: D1
FSM SEN: SAP (dyslexia)
Action:
Clear and direct instructions. Check
recording of homework. Encourage
use of homework club. Use of visual
stimuli - and also writing
frameworks.
Joe Taylor
KS3: 7C Target: A
ATT: A3
PRD: A1
G&T
Action:
Needs challenging to evaluate and
consider issues of sustainability.
Needs to provide more supporting
evidence.
Joe Powley
KS3: 7B Target: A
ATT: A3
PRD: A1
G&T
Action:
Needs challenging to evaluate and
consider issues of sustainability.
Needs to provide more supporting
evidence.
Bea Dyer
KS3: 7B Target: A
ATT: A2
PRD: A*
G&T
Action:
Needs challenging to evaluate and
consider issues of sustainability.
Needs to provide more supporting
evidence.
Stephanie Williams
KS3: 6A Target: A
ATT: B1
PRD: A3
Action:
Lots of progress - needs to focus on
precision and detail of explanation
and evaluation of impacts on
different groups.