New KS3 NC2Geography

Level Level 3 Levels


Level 4
Pupils show their  Pupils show their  Pupils recognise and 
Level 5
Pupils use their knowledge 
Level 6
Pupils describe and begin to 
Level 7
Pupil are able to analyse the
Level 8/EP
knowledge, skills
and
knowledge, skills
and understanding
describe the physical
and human features of
to describe physical and
human characteristics of
analyse physical and human
characteristics of places in a
physical and human
characteristics of places
 Pupil are able to analyse the
physical and human
understanding in in studies at a local places and appreciate places within a wider range of locations & contexts drawing on their knowledge of
characteristics of places,
studies at a local scale and offer the importance of geographical framework. a wide range of locations and
1.1 Place drawing on their knowledge of
scale. explanations for wider geographical scales.
a wide range of locations and
the location of location in scales.
some of those understanding places.
 Can explain and predict
features.
change by drawing on
detailed knowledge. (EP)
 Pupils show some  Pupils show knowledge  Pupils show increasing  Pupils show depth of
knowledge of of where places and depth of knowledge of knowledge of where places
1.2 Space where places and landscapes are located where places and and landscapes are located
landscapes are landscapes are located
located.
 They show an  They are aware  Pupils show knowledge  Pupils show increasing  Pupils use their knowledge  Pupils make links in their  Pupils make links in their
awareness of that different and understanding of depth of knowledge and and understanding of the knowledge and understanding knowledge and understanding
places beyond places have both aspects of the understanding of aspects geography of the UK and the of the geography of the UK of the geography of the UK
their own similar and geography of the UK of geography of the UK wider world to describe and and the wider world. and the wider world.
locality. different and the wider world. and the wider world. begin to analyse physical and  Pupil are able to analyse the
1.3 Scale
characteristics. human characteristics of
places in a range of scales.
physical and human
characteristics of places
 Pupils are able to analyse the
physical and human
 They identify geographical drawing on their knowledge of
characteristics of places. They
patterns at a range of scales. a wide range of scales. explain changes in places
over time drawing on their
knowledge of a wide range of
scales.
 Pupils demonstrate  They describe and explain  They describe and explain  They describe and explain
understanding of physical and human interactions within and interactions within and
geographical diversity by processes and recognise that between physical and human between physical and human
describing how physical these processes interact to processes and show how processes and show how
1.4 and human processes can produce the distinctive these interactions create these interactions create
Interdependence lead to similarities and characteristics of places. diversity and interdependence diversity and interdependence
differences in the and help change places and and help change places and
environments of different environments. environments.
places and in the lives of
people who live there
 They describe  They describe and  Pupils understand that  Pupils use their knowledge  They describe and explain  They describe and explain
physical and
human features
compare the
physical and
physical and human
processes can change
to describe physical and
human characteristics of
physical and human
processes
interactions within and
between physical and human
 They describe and analyse
interactions within and
of places, and human features of the features of places places within a wider  Pupils describe and explain processes. between physical and human
1.5 Physical & recognise and different localities and explain how these geographical framework. geographical patterns  They identify and analyse processes.
Human make and offer changes affect the  Pupils describe and begin geographical patterns at a  They identify and analyse
processes observations explanations for lives of people living to explain geographical range of scales.
geographical patterns at a
about those the locations of there patterns. range of scales.
features that some of those  They recognise and
give places features describe simple
character. geographical patterns.
 They express  They recognise  Pupils understand that  Pupils understand some  They recognise how  Understand that many factors  They analyse different
their views on how people seek to people can both ways that human activities conflicting demands on the influence the decisions made approaches to developing
the environment improve and improve and damage cause environments to environment may arise and about sustainable and other places and environments and
of a locality and sustain the environment. change. describe and compare approaches to developing explain causes and
recognise how environments.  Pupils offer reasons for  Pupils demonstrate an sustainable and other places and environments. Can consequences of
1.6
people affect the their own views about awareness of sustainable approaches to managing explain resulting changes environmental change.
Environmental
environment. environmental change development. environments.  They appreciate that the  They understand alternative
interaction &
and recognise that  They appreciate that different environment in a place and approaches to development
sustainable
development
other people may hold
different views.
 Pupils recognise the range values and attitudes,
including their own, result in
the lives of those within it are
affected by actions and
and their implications for QOL
in different places (EP)
of views people hold about
different approaches to events in other places.  They assess the relative
environmental interaction
environmental and change. merits of different ways of
and change.
tackling environmental issues
(EP)
 Pupils offer reasons for  Pupils demonstrate  They demonstrate  They recognise that human  They understand how
their own views and understanding of understanding of the ways in actions, including their own, interaction between people
recognise that other geographical diversity by which physical and human may have unintended and environments can result
people may hold describing how physical processes lead to diversity environmental consequences in complex and unintended
1.7 Cultural
different views. and human processes can and change in places. and that change sometimes changes.
understanding
lead to similarities and leads to conflict.
and diversity
differences in the
environments of different
places and in the lives of
people who live there
 They use skill and  Drawing on their  Drawing on their  Drawing on their knowledge  With growing independence,
 They use sources of
evidence to
knowledge and
understanding, they
knowledge and
understanding, they begin
and understanding, they
suggest relevant geographical
they draw on their own
knowledge and understanding
 Show independence, to
resources given identify geographical
respond to a range suggest suitable to suggest relevant questions and issues and to identify geographical
to them and questions and issues and
of geographical geographical geographical questions. appropriate sequences of questions and issues and
their own establish their own sequence
questions. questions, and use a  They select information investigation. establish their own sequence
2.1 observations, to of investigation.
range of geographical and sources of evidence in  They select a range of skills of investigation.
Geographical help them ask
Enquiry and respond to
questions about
skills to help them
investigate places and
which they are beginning
to identify bias.
and sources of evidence and
use them effectively in their
 They select and use a wide
range of skills.  They select a wide range of
environments.  They suggest plausible investigations.  They evaluate sources of skills and use them effectively
places and
conclusions to their  They can identify potential evidence critically, detect and and accurately
environments
investigations. bias in sources. respond to bias.
 They evaluate sources of
evidence critically before
using them in their work.
 They select and use a wide
2.3 Graphicacy
& visual
 Pupils present their  Pupils present their findings in range of skills.  They select and use a wide
findings both graphically a coherent way, using range of skills (and sources of
literacy and in writing. appropriate methods. evidence EP)
Created by djd/opt/scribd/conversion/tmp/scratch2391/33510184.doc
 They begin to  They begin to use  Pupils communicate
2.4
use appropriate
vocabulary to
appropriate
vocabulary to
their findings using
appropriate
 Pupils present their  Pupils present their findings in  Pupils present well-argued  Pupils present full and
Geographical findings both graphically a coherent way, using summaries of their coherently argued summaries
communicate communicate their vocabulary.
communicatio and in writing using appropriate methods and investigations, use of their investigations, use
their findings. findings.
n appropriate vocabulary. vocabulary and reach geographical vocabulary and geographical vocabulary and