MAJORCA ASSESSMENT
Produced under the framework of Assessment for Learning, and also related to the Foundation Subjects strand.
The assessment is intended to run over a period of 2 x 70 minute lessons with a 20-30 minute homework between them.
The format of the assessment is a 2 part piece of work: the first being compulsory, the second being a choice of 3 types of assessment which offers students a chance to choose something which matches their preferred learning style, and also offers scope for ORAL assessment which is often absent from assessment schemes. Students should also be fully informed of the criteria for success before they start the activities and make their choices.
RESOURCES
PHOTOJAM: images of Majorca / Mallorca - produced on a CD-Rom (DATA PROJECTOR NEEDED)
Video clips: various 'Holiday' programmes from over the years - choose appropriate ones - programmes feature on tapes
New Interactions 2nd Edition: pp. 62-3
Interactions Teachers' Guide:
Interactions Thinking Skills Copymasters book & Interactions: Lower Ability Support Pack 3: pp. 97-8
Earthworks 2 & Earthworks 2 Teachers' Resource Book: pp. 186-190
A LIST OF MAJORCA WEBSITES is available elsewhere on GeographyPages.
Photocopies of blank Majorca outline map (at A4 and A5 scales)
Photocopies of relevant newspaper articles / website articles.
Role Play cards (LAMINATED to keep them usable from year to year)
The various people will eventually be linked to from this page as WORD DOCUMENTS.
OHTs and Pens (if required) for ORAL presentation.
Copies of blank webpage needed for one of multiple choice tasks.
Thin white card (for 'postcards')
LAPTOP trolleys ? (optional)
This is rapidly turning into an expensive assessment in terms of photocopying. It would be easier to fly the kids to Palma !
ACTIVITIES
The learning objectives (these need to be shared with the students...)
COMPULSORY QUESTIONS / ACTIVITIES
Produce a map showing the major settlements, physical features and tourist attractions of the island.
Investigate the differences between the Northern and Southern half of the island.
Suggest the GOOD and BAD effects of tourism on the island of Majorca.
Provide some information on the climate of the island
Provide feedback / response to one of the role play cards.
HOMEWORK
Completion / continuation of compulsory activity.
Preparation for multiple choice activity.
MULTIPLE CHOICE ACTIVITY
1. ORAL PRESENTATION (no longer than 2 minutes)
Need to build in time for the presentation of one of these. Work out how long this is going to take. At an extreme end, you may need to put aside part of the following lesson to allow this to take place.
2. WEB PAGE
3. An A4 POSTCARD
The 2nd part of the ASSESSMENT is to be completed during the 2nd lesson.
The theme of the 2nd activity is SUSTAINABLE or ALTERNATIVE forms of tourism other than the 'usual'.
Some ideas at RESPONSIBLE TRAVEL: "Holidays that give the world a break"
Need to think about alternative forms of holidays from the usual. Think about the table below:
| 'Usual' tourism | Sustainable / Alternative ? |
| Stay in a hotel | |
| Eat imported food / drink imported beer | |
| Buy souvenirs made in China | |
| Do activities which use large amounts of energy / water | |
| Leave the island having learned little about the people who live on it | |
| Activities have little to do with conservation or the local area. | |
| Produces large amounts of pollution |
ASSESSMENT CRITERIA
There are 2 parts to the assessment. The aim is to be FORMATIVE. See the MARKING SCHEME lower down the page.
ASSESSMENT FOR LEARNING
Try to ensure that the lesson involves a range of the following:
Make the objectives clear: objective led lessons
Give oral feedback
Make the assessment criteria obvious to the students.
In future years, we will have examples to use for modelling
QCA SCHEME OF WORK
QCA KS3
Unit 19 - TOURISM GOOD OR BAD ?
Appropriate enquiry questions
What is the resort like?
What does it offer?
Who goes there?
How many visitors are there?
How and why does the resort benefit and suffer socially, economically and environmentally?
Links to the following outcomes
Accurately describe the national and global contexts of the resorts studied
Distinguish between the positive and negative effects of tourism in an MEDC context.
Communicate their findings about different resorts
Make suggestions for the management of tourism to ensure a more sustainable future
also links to Unit 12: Images of a Country
INTRODUCTION (LESSON 1)
Show PHOTOJAM (available on separate CD-R): can people identify the place that we are going to be looking at over the next 2 lessons ? (lasts 4 minutes)
While trying to identify the place, can you also pick out what attractions this place has which might be attracting tourists to the island ? - brief the group on this before showing the PHOTOJAM
Words to identify from them at the end on the board (some suggestions)
Landscapes
Mountains
Forests
Beaches
Castles and old buildings
Trams / Railways
Sunny weather
Sea
Shopping
Horse drawn carriage rides
Hand out the A3 / A4 paper and point out the various available resources. Flash up the ASSESSMENT CRITERIA and explain the timing of the next 2 lessons.
Can now give out the HAND OUT showing all the ASSESSMENT CRITERIA and the TASKS to be completed.
During lesson 1, the group will be working towards the completion of a 4 page booklet (folded A3 or A4 depending on the group) - explain that this needs to include the items listed above.
They also need to respond to the feelings voiced by at least one of the people featured on the 'role play' cards. There are 5 of these and they can choose one of these, or you can hand them out.
Complete the
COMPLETION (LESSON 2)
Finish the homework task....
Need to come to a final conclusion relating to the future for tourism in Majorca. They need to choose one from three possible FUTURES for Tourism in Majorca.
In the optional section you need to come to a conclusion about the FUTURE OF TOURISM in MAJORCA. Should tourism in Majorca:
Stay the same ?
Start to offer different types of tourism ?
Switch to sustainable tourism completely
Click here to download the ROLE PLAY CARDS
QUESTIONING
Try to ensure a full range of questions from BLOOM's TAXONOMY
Closed - factual information and comprehension
Open - prompting more than one answer
Giving time for reflection before giving an answer, and opportunity for pupils to explain why they offered the response
Opportunities for pupils to confer before answering
Pupils initiate their own questioning.
MAJORCA MARKING SCHEME
|
Introduction to project (Map, details on the island of Majorca) |
Benefits / Reasons why tourists visit Majorca | Problems - empathy with both viewpoints. |
Oral /
Webpage / Postcard Sustainable Tourism |
||
| 'Levels' for Compulsory | COMPULSORY SECTION | OPTIONAL CHOICE | 'Levels' | ||
| 0-5 (3) | Map: basically taken from leaflet with very little added. Untidy. |
Mentioned some reasons why people visit. Poor presentation. Cut & paste job from the sheets. One required aspect missing. |
Mentioned some of the problems created by tourism. Empathy with one of the role cards. |
Doesn't really include much about the idea of SUSTAINABLE tourism, just talks about current tourism. | 0-2 |
| 6-10 (4) | Map: some labels, but not all that is required. Labelling unclear. No key. |
At least 3 positive impacts of tourism. One of the role cards has been mentioned. N&S differences included. Presentation clear, but needs improvement. |
At least 3 negative impacts of tourism. Included particular aspects of the role cards.
|
Includes some suggestions for changes in the
way Majorca attracts tourists.
|
3-4 |
| 11-15 (5) | Map: clearly labelled with main settlements, physical features and tourist attractions. Key for features labelled. |
A clear description of the positive aspects of tourism. N&S differences included. Presentation attractive. Good use of ICT where appropriate (not necessary for top marks...) |
Recognise that tourism is not always a good thing, and that the development of tourist facilities has occurred in the S rather than the N. Show an appreciation of what is said on at least one role card. | Demonstrates a good grasp of the need for Majorca to develop sustainable ideas. | 5 |
COMPULSORY Section: 15 marks
OPTIONAL Section: 5 marks
Can also consider with the ORAL ASSESSMENT the nature of the following:
CONTENT
DELIVERY - tone / engagement of the audience
RELEVANCE
Also give credit for showing evidence of the following:
Unsolicited / undirected use of ICT in an appropriate way (not just printouts from webpages)
Incorporating personal experience of the island (or that of a relative)
VIDEO CLIPS
The following videos contain relevant clips (for KES teachers only obviously)
School Collection
Tape 59 Programme 4: The Tourist - don't suggest you show this to the students but offers an interesting insight into the effect of mass tourism over the years on Torremolinos (remember it...)
Tape 62: Holiday: 5 minutes of Monty Don and family in a villa near the northern town of Pollensa, followed by Sankha Guha (who has a large number of travel articles on various websites)