K5G6 Geographical evidence in context personal learning checklist
AQA A-level Geography · Methods across all components
Name ____________________ Class __________ Date __________
Tick one box per statement. Red: need help. Amber: partly confident. Green: can do independently.
| I can | Red | Amber | Green |
|---|---|---|---|
| Questions, data and measurement in geographical contexts | |||
| select valid geographical evidence and evaluate reliability precision accuracy and measurement error | |||
| justify a spatial-temporal sampling design with a defined frame independence and pilot evidence | |||
| Cartography, spatial evidence and overlays | |||
| interpret mapped reference scale coordinates relief and annotated visual evidence for a defined enquiry | |||
| construct and critique proportional movement area and continuous-field maps with compatible overlays | |||
| Graphs and visual comparison in context | |||
| choose and interpret line bar and divergent displays with honest units components time and baselines | |||
| analyse paired scatter evidence and evaluate best-fit models without assuming causation or unlimited extrapolation | |||
| construct compositional logarithmic and dispersion displays with correct geometric and numerical interpretation | |||
| Descriptive statistics and their limits | |||
| calculate and interpret central tendency dispersion and standard deviation with explicit conventions | |||
| distinguish descriptive difference association and inference while evaluating uncertainty beyond sample spread | |||
| Spearman, Chi-square and significance in context | |||
| calculate and assess Spearman rank association with correct pairing ties hypotheses and significance context | |||
| calculate and assess a categorical Chi-square independence test with expected counts and design assumptions | |||
| Digital, qualitative and ethical evidence across themes | |||
| evaluate GIS remote databases crowd-sourced and large digital evidence through validation and reproducibility | |||
| construct an ethical contextual argument integrating quantitative and qualitative methods across taught themes | |||
Next revision priority: __________________________________________________