• There was a presentation by an MYP lead from GEMS Modern Academy about ATLs and how they have evolved over time within the IB syllabus as well as how they develop from PYP, to MYP and finally DP/CP. This led to a greater understanding of the development of the ATLs. An advantage that IB students have over time is that they are always developing these skills alongside their academic studies, hence by the time they reach DP they are well versed in these skills and have developed them to a good and recognized level.
  • Focus on skills development lower down in the school can really help students to develop the ATLs which the support them during their Sixth Form IB studies (HPL through school and IBLP/ATLs in sixth form).
  • HPL is signposted in lessons currently, but what is the focus on developing each of these skills as a transferable skill that can support a student to develop their holistic self?

• CAS project development at GMA – students go for a walk around the school to help them come up with meaningful projects for CAS.
• CAS Soiree 5^th December 2022 – GMA will be organizing this and have invited students to attend and showcase their ideas across the network of schools.

• The approach taken by the various schools differs depending on the number of students they have taking the IB, and hence the number of EEs.
• WSO – a team of x6 critical thinking leads who mark approx. 10 EEs each (average of 50 per year group). They do not have subject supervisors. Staff apply for the role and they get time back through agreed no duty, no cover, no form group and 2x moderation days per year* (TBC). 
• GMA – 140 students taking EE – EE Café, EE Soiree, EE retreat (TBC), EE writing day, they have a core lesson which is used as an EE workshop, challenges are plagiarism and changing mindset.
• Some ideas to motivate and support students that other schools do include:
  • EE café – after initial research proposal and before submission of first draft – present to subject specialists with 10 mins of Q&A/reflection, giving guidance to the student on their approach, raising questions etc.
  • EE soiree/retreat – pizza, alumni, some subject specialists, informal information gathering for EE. 
  • EE Rescue – supporting students who may have struggled through the programme.
• Problems and challenges with marking, moderation, assessment of EEs was discussed and ideas shared for specific subjects. 
  • Business and Economics are the most popular EE subject choices at all schools that attended.
  • Business tools and how they can be used to support analysis and research question inquiry was discussed.
  • Economics theory and best practice was discussed – the higher performing EEs are those that are very focused on a locality/region.
  • Some conflicting information about use of primary research in Economics EEs (not recommended by examiner, but tend to score well where we have had a few who have done it anyway).
  • World Studies are the highest scoring EEs – due to students demonstrating originality of thought when approaching the question and the links between the subjects they choose (WSO encourages World Studies EEs).
  • History EEs do not tend to score well overall across the centers.
  • GMA – Math and Science EEs score very highly ! Historically English have also scored really well, but last year they did not?

• 2024-25 Geography MER

Success Criteria

1) All Geography team members demonstrate proficiency in shared L&T strategies, with 100% of lesson observations rated "very good" and 50% rated "outstanding.": see MER (achieved)
2) Development of a department-wide repository of shared L&T strategies and lesson resources, tailored to key school and department improvement priorities (e.g., learning skills, reading strategies).

3) Collaborative planning time is embedded, with 50% of department meetings focused on strategy sharing and refinement.
4) Geography team members receive opportunities and targeted training aligned with their performance management goals (e.g. to effectively analyse data and identify key curriculum, lesson strategies and/or learning and teaching areas for improvement).

• 2024-25 Geography MER - 50% outstanding and 50% Very good

• Feedback to Lesson Observations, Learning Walks and Work Sampling with opportunities for team to complete work sampling review (Linked on MER)

• Department PD Term 1 - Reading Strategies and L&T agreed department strategies

• Department PD for Term 2 - L&T department strategies

• Completion and shared strategies from IBDP CAT2 Training for Geography (Dave) and ESS (Claire)

• Department led feedback on exam marking - Led by DBN

• Team individual analysis of 2024 results to develop strategies

• Team collaborate planning to embed key areas for improvment through GEOG Starters - linked to data analysis

• Use of GPS targets across team to futher develop L&T focus areas (e.g. Laura developing reading strategies)

• CTN led training with KO for fieldwork delivery

• KS3 Analysis on LME Padlet - See department section

• KS3 Geowonderers ran weekly - KO/LME

• Laura's Padlet - see Enrichment & Extracurricular section

2)Curriculum trips for all year groups

• Year 7 - Masdar

• Year 8 - Green Planet

• Year 9 Public Speaking Comp

• Year 10 - 2x fieldtrips

• Year 11 - The view

• Year 12 - Fieldtrip

3) Enhanced opportunities for high-performing students, including public speaking competitions and leadership roles.

• HPt and HPf students added to register and shared with team

• Geography HPf criteria

• Public Speaking competition - unable to organise for this year like the previous year

• Year 12 students mentoring Year 11 students

• Wider Reading

• Geography RAMS

• ESS RAMS

• Department Meeting - analysis and next steps

KS4 - Outstanding Progress and Attainment

• IGCSE Results RAMS

• Department meeting - analysis, review and next strategies

• Dave - Class teacher analysis from department meeting

• Laura - Class teacher analysis from department meeting

• Data for 2026 YEar 11 students and intervention plan

• 100% of travel and tourism students passed with 50% D**

KS3

• Progress outstanding: 90+% achieving on or above their CAT4C

• Attainment very good: 64% achieving S+ or above