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PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
PGQM Geography powerpoint presentation 2013
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PGQM Geography powerpoint presentation 2013

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  • 1. • Powerpoint slides • Map work in Year 1 • International Breakfast Morning with Year 1 • Whole School Water Day • Year 1 – Water! Water!! Everywhere • Year 1 – Water Day – CC links with Science and Literacy • Year 1 – Carrying water • Year 3 – Water Cycle and Science Links • Year 4 Exploring how to capture and store water effectively • Nursery visit to Hoo Farm • Wellies on a Wednesday after school club • Green Fingers Gardening Club • Year 1 Looking at Natural and Manmade features • Year 5 Against pollution • Fairtrade Fortnight • Visit to the Lord Mayor’s office • Role Play throughout the school • Year 1 Delivering weather reports and making links with DT and ICT
  • 2. • Foundation Stage learning about the weather • Year 2 Learning about the Rainforest • Year 4 learning how wind direction affects weather patterns • Year 6 on a residential trip to Stanley Head • Year 2 at Beeston Castle • Nursery walkabout around our school • Reception learning about the weather and travelling to school • Year 2 Field trip in the local community • Year 3 Comparing Settlements • Year 5 Egyptian for a day! • Map work with Reception • Map work using ICT to learn about the local area • Assessment • Planning • Year 4 local map work • Continuity and Progression
  • 3. Eaton Park Academy Geography Quality Mark
  • 4. Map work in Year 1 Ge9 Recognise and observe physical and human features Ge15, Make maps and plans ‘I’ve done Eaton Park ‘I’ve been to shops, we London in the got car. I fell breakfast asleep, it took from there ages! My Dad this used a map to morning.’ get us there.’ ‘This is in front of the church.’ ‘We’re doing Buckingham Palace , I’ve seen it and it’s got lots of guards and windows.’ ‘I’ve called this Barton Street, that’s where I live’ 1a,,1c, 1d, 1f Index P1 and W1 Map work skills are key skills for every learner. Linked to the Queen’s Jubilee planning, the children made and used this imaginary map to talk about their journey from Eaton Park to Buckingham Palace. As a starting point they used pictures taken of local heritage, opening discussion to similarities and differences to land marks in London. Further links were made through Literacy and Art. A Buckingham Palace role play area with maps, room plans and talking Tim’s extended learning though play. This map and work completed shows evidence of an awareness of a place beyond their own locality giving mapwork a real purpose. The use of locational vocabulary was demonstrated throughout the activity, and afterwards when it was displayed on the wall outside for children to add to. ‘I’m doing a pyramid at a theme park, I wished there was one here.’
  • 5. International Breakfast Morning with Year 1 Ge9 Recognise and observe physical and human features Ge10 Express their own views about features of the environment Index P2 1d, 1e As a continuation of the map work and to develop ideas about more distant places Year 1 ‘travelled’ to and tasted traditional foods from Stoke, Germany and France. Promoting social learning in the safe environment of the classroom. They wrote about their favourite foods, many thoroughly enjoying the experience of trying completely new foods and learning about different environments using maps, atlases, ICT and role play. Emily’s Mum ‘She won’t eat anything spicy … I can’t believe she loves Salami, I’ll get some for her at home.’ ‘ I tried croissants on holiday, they were really yummy.’
  • 6. Whole school ‘Water Day’ – Index PPT A topical whole school Geography themed ‘Water Day’ was started off with an assembly taken by the Geography leader, giving children and staff interesting things to consider. Teaching Assistant Mrs Morley ‘I can’t turn the tap on now without thinking about the Water assembly!’ Children were fully involved in the planning and activities undertaken, each year band decided on an area they would like to learn more about. Where possible cross curricular links were made throughout the day. 1f
  • 7. Year 1 ‘Water, water everywhere!’ Index P3 Ge8 Ask geographical questions Ge14 Use secondary sources of information Ge11 Communicate in different ways using simple geographical vocabulary The whiteboard is used regularly as a starter. Year 1 used the IWB in an interactive game and class netbooks to learn about the ‘Water Cycle’. The children worked in pairs to discuss and put the cycle in order. ‘I went to Tittesworth reservior. My mum said it was really full up… the rain fills it when it gets empty.’ Ge15 Make maps and plans Children investigated their key stage to find the different forms of water and made written plans and maps of how to get there. Children shared plans and told each other what they liked about their partners work. ‘The nearest water to me comes from these taps, it’s ten steps from the whiteboard.’ 1a, 1b, 1c, 1d ‘ The girls toilet is straight along the corridor and go past Miss Ward’s class, then turn right ‘This is where we get really cold water from. I think it’s a water fountain.’
  • 8. Year 1 Water Day - cross curricular links with Science and Literacy. Index P4, W2,W3. Ge9n Recognise and observe physical and human features Sc16 Suggest what might happen This shows evidence of natural inks made between the lessons throughout the day. The water theme worked well with Science and Literacy, giving the children a better understanding of this precious resource. ‘ This feels light and that one feels heavy. I think yours will sink.’ ‘I think paper will sink because it gets full of water and goes to the bottom.’ 1a,1f
  • 9. Y1 Carrying water – understanding what children in other parts of the world have to do to collect water. ‘Water splashes out of the fruit bowl, how do people not spill it all?’ ‘ We are so lucky to get water from a tap.’ ‘I think we should use it to water the gardening clubs strawberries.’ 1a, 1c, 1d, 1e Year 1 watched a powerpoint and investigated the water aid website to open discussions and think about problems other children may face in many parts of the world. They discovered that the lack of, and ability to gather fresh water was a major problem and were encouraged to think of ways to collect and carry water effectively. In groups children were encouraged to consider all the uses and amount of water a family may use in a day. Many children were surprised how much water it takes for everyday needs, like toilet flushing. The most effective way of carrying water was voted on as a bucket. Despite all the recent water fall we have experienced, Year 1 began to gather more of an understanding that there isn’t enough water and we must look after this precious resource. Ge8 Ask geographical questions ‘My arms ache, I don’t want to do this every day!’ ‘I wouldn’t have a bath every night if I carried it all that way!’ ‘How do you clean water, this is really dirty!’
  • 10. Year 3 Water Cycle and Science links Ge18 Express their own views about people and their effect on environments. Ge19 Communicate in different ways using appropriate geographical vocabulary. Ge22 Use secondary sources of information. Ge29 To use a wider range of field work techniques and instruments Year 3 created a huge ‘Water Cycle’ display after learning about the cycle and how we can have an affect on it. They used speech bubbles to detail how they could help to save water at different stages throughout the cycle. Based upon the fieldwork at Berryhill fields where they identified local water features and plotted on individual maps. ‘We waste so much water at home, I’m going to turn the tap off when I do my teeth. I’m going to tell my mum to have a shower instead of a bath.’ Cross curricular links with Science worked beautifully, linking work done on water, to a Science experiment. This provided a context for making predictions and fair testing, recording and comparing temperatures of hot, room temp and cool water. Chartering results over 30 minutes at 5 minute intervals. This evidence shows how children have had a full day of interesting activities that provide a better understanding of the resource, water. 1a, 1c, 1f Index P5, W4 ‘The hot water will go cold, the cold water will go hot and the room temperature will stay the same… I was almost right, the cold water just warmed up a bit.’
  • 11. ‘That was the best one yet! We . Index P6 1a,, 1b, 1c collected 75ml more Ge35 Describe, compare and offer reasons for their views Ge36 To use appropriate geographical vocabulary in communicating than findings Dt 39 Measure, mark, cut out and shape arrange of materials and assemble join and combine components and materials before’ Year 4 Exploring how to capture and store water effectively, evaluating attempts made with increasing accuracy. ‘The drain pipe is leaking out at the bottom, we need more tape on it.’ Children were encouraged to draw on their previous knowledge about the water cycle including the concept of evaporation and condensation and to share ideas about water storage and conservation. ‘No, we need to change the angle of the pipe’. The aim was to create a guttering system with plastic bottles and tape, to take the maximum amount of water from the same point to a shallow tray with only three attempts. Both tray and guttering could be moved. This task helped develop necessary teamwork skills and decision making modifications, based on their shared evaluations. Further investigations were undertaken about how similar tasks are undertaken elsewhere in the world. ‘Weve goto change the angle of the tube it went every where then!’
  • 12. Nursery’s visit to Hoo Farm ‘This is warm!!’ lndex W5 1c, 1d, 1f Hoo Farm near Telford provided an first hand memorable experience for all! Children who experience barriers to learning were prepared for the trip by talking and ordering the process of the day through with pictures of previous trips. ‘He’s really soft and not smelly!’ ‘This is like feeding my baby’ 1c Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography The day provided an exciting opportunity for children to learn through their all senses by going on a listening walk, collecting eggs, goat feeding, animal handling and exploring the indoor and outdoor equipment and playground. Lunch was enjoyed as a huge picnic. ‘Drive to the barn, the chickens need feeding, they are hungry!’ A discovery walk enabled children to learn about different habitats and to build an awareness of how they can help to look after our countryside and animals. ‘I’ve had the best day of my life!’ Learning was extended by encouraging parents to talk to the children about their experiences and to bring in a story with their favourite animal in to read at school. A slide show of the day was set up for parents to enjoy with the children on the class whiteboard. Ge1 Show an interest in the world in which they live Ge2 Comment and ask questions about where they live and the natural world Ge3 Notice differences between features of the local environment. ‘Does the milk make him grow?’
  • 13. Wellie’s on a Wednesday – after school club Index W10 Wellie’s club encouraged our Foundation stage children to get their wellie’s on whatever the weather, and develop a love for nature and importance of all creatures, no matter how small! Each week the Wellies gang learned about a new animal by exploring the outdoor learning environment in a treasure hunt, piecing together clues to create an information pack to complete activities in at home. A different creative activity linked to the animal was proudly taken home to show off their fabulous artistic skills. Usually incorporating resources found in the garden, a natural geographical resource. This was followed by a story related to the animal, usually read under a blanket in semi darkness, with milk and biscuits rounding off the club. ‘ I love Welly club, we learn about all different animals. I liked the badgers the best!’ Lucy and Emilee’s Mum ‘I can’t believe what Wellie’s club has done for my girls, Lucy used to be terrified of worms and now she picks them up all the time! Emilee’s behaviour is so much better since you told her she was a role model to the younger children, she has matured so much. Even walking to school we are stopping all the time just to look at flowers in gardens, its really opened their eyes, and mine to what is in our gardens.’ 1c,1d,1e,1f ‘I’ve found a furry caterpillar, is he eating that leaf?’ ‘ This feels like my garden at home, all crunchy.’ ‘I’m doing a big black slug, it’s all slimy!’
  • 14. Green Fingers Gardening Club Our school gardens were looking decidedly dull, so ‘Green Fingers’ was set up with a huge amount of enthusiasm from children , staff and parent helpers. The club offered diverse physical activity opportunities, healthy snack offerings and helped to instill a life long passion for plants. It gave the children an understanding of where much of our food comes from and an insight into the concept of sustainability. Caitlin’s Mum ‘Gardening club has changed our lives, Caitlin has got her Nan to buy a greenhouse and now she’s growing all these different plants and vegetables, it’s all we talk about.’ ‘ Green Fingers’ looked at the school grounds as a whole and put suggestions forward to Dr Bradbury for improvements, such as moving planters that were in the firing line of footballs, and getting raised beds for our vegetable gardens. The children had an enormous sense of pride in their achievements, whilst developing patience and a respect for nature and our environment. Children were keen to come in early to water plants and vegetables, and make sure that all others in the school respected the planters. Our keen gardeners took a diary home each week to keep a record of their work and achievements and sold plants to parents and staff to raise funds for next years planting, considering making this a school enterprise. Children who previously struggled with behaviour within the classroom environment were provided with the time to develop social skills and given specific responsibilities, positively thrived on the experience. 1c, 1d, 1e, 1f,
  • 15. Year 1 looking at Natural and Manmade features lndex - W6 1a, 1c, 1d 1f Children showed an understanding of physical and human features and how to categorise them. Ge13 uses globes, maps and plans Ge9 Recognise and observe physical and human features Ge11 Communicate in different ways using simple geographical vocabulary
  • 16. Year 5 – Against pollution Index P11 1b, 1c, 1d, 1e, 1f Ge45 Recognise and describe physical and human processes Ge42 Ask suitable geographical questionsGe44, Analyse evidence and draw conclusionsGe47 Communicate in appropriate ways ‘We’ve got different bins at home and me and my mum recycle all the plastic, glass and card. We’re going to do a composting heap for the garden .’ The aim of this work was to make pupils aware they can make important contributions to environmental issues and to remedying problems. Year 5 were challenged with researching and presenting their findings about different types of pollution. They began by mind mapping ideas and sharing thoughts between different groups. Posters and leaflets campaigning against pollution were displayed around the school and talks given to classes in KS1. Powerpoints were presented to the partner class. Children evaluated their own and each other’s powerpoints. powerpoint Year 5LJ.pptxPOLLUTION ‘When we were on holiday I saw a plastic bag floating in the sea, turtles can swallow them. It’s really horrible!’ ‘I only come to school in the car if we get up late. I like to walk with my friends and it’s better to not pollute the air with petrol fumes.’ The children thought pollution that affected them the most was car fumes, litter and dog mess. Volunteer litter pickers kept a close eye on the school grounds, encouraging others to do the same. This had a positive effect on the attitude of the whole , having a noticeably more tidy litter school free school following on from this learning.
  • 17. Fairtrade Fortnight Index W9 Children were encouraged to think about the people who produce the things we buy and the importance that they get a fair deal, as well as us. It helped to foster an interest in the world around them by learning about some fair trade policies. Children learned that Fairtrade is a type of international trade that enables farmers a chance out of poverty by guaranteeing fair prices and sustainability. They participated in a host of activities throughout the fortnight. Prizes were awarded for the best fair trade T shirt competition winners. A fairtrade stall was open to pupils and parents offering a huge variety of fabulous fair trade products. KS2 children compared, bought and ate fair trade produce from the local shop and considered the consequences of unfair trade. Helping develop their compassion and become engaged, active citizens of the world. 1c, 1d, 1e, 1f
  • 18. Visit to the Lord Mayor’s office Children from Eaton Park Academy Council had the opportunity to give a powerpoint presentation to the Lord Mayor of Stoke-on-Trent, Terry Crowe at the Civic Centre. Pupils joined the councillor for a debate as part of Fairtrade fortnight. They had the experience of what it is like to take part in a debate in the council chamber. 1c,1d,1e,1f
  • 19. Role Play throughout the school Role play, or imaginative play is an important part of learning until the end of KS2. The children are given the opportunity to extend and use language in a variety of situations. In the Summer term our Nursery children had a beach hut with binoculars, simple maps of the outdoor learning environment for them to add to, and a ‘spotting guide’ to record what they could find outside. Reception was transformed into a ‘Travel Agent’ with telephones, till, booking forms, maps and luggage labels. This type of socialisation helps children to learn about being with others, agree what should happen next and about the skills of negotiation. Parents were encouraged to participate with learning by labelling a class world map with places they travelled to and by talking about travel and their own valued experiences. Year three enjoyed an ‘Around the World’ role play using it as an opportunity to embrace travel and extend their knowledge and understanding of people and places. They explored similarities and differences between different cultures and about some of the effects tourists can have on the environment. Creating a piece of persuasive writing, a tourist map and brochure advertising their country of choice. 1e
  • 20. Year 1 Delivering weather reports and making links with DT and ICT 1a, 1b, 1c, 1d, 1e ‘It is Autumn now. It will be colder soon’. ‘My dad always looks on his phone to look at the weather’ Demonstrates confident independent use of ICT to develop geographical understanding. ‘I have done a rainbow, me and my mum got wet when we saw one. It happened on my way to school’ As a follow up to out ‘Water Day’ in May, we did a whole school geography themed day on Weather and Climate. The day started with a whole school assembly ..Geography themed daysWeather and Climate Day assembly powerpoint - Final 11 sept.pptx Year 1 built in sensible links across the curriculum to include Geogrphy, DT and ICT. Children used a range of materials and tools to create a weather mobile to help them remember different types of weather and the seasons they relate to. A selection of materials was available for the children to choose from. They looked at a map of Britain and cut weather symbols out to help them deliver a weather report to their partner. Tuff cams were used to record the reports and played back to the class where children gave positive feedback on performances using two stars and a wish. ICT was used to draw a picture of their favourite weather conditions. They talked to their partners about what they were going to draw and why. Children delivered weather reports and recorded each others attempts giving a star and a wish Dt13 use tools and materials with help Ge11 Communicate in different ways using simple geographical vocabulary Ic11 To use ICT to work with text, images and sound ‘This is going to be a fluffy white cloud’. ‘I’m painting this blue, it’s like the sky today’. ‘I used cotton wool because its soft, like a cloud’.
  • 21. Foundation Stage learning about the weather Index – P7, W7, W8 1a, 1c,1e This demonstrates that quality Knowledge and Understanding of the world experiences can be provided at an early age. Ge1 Show an interest in the world in which they live Ge2 Comment and ask questions about where they live and the natural world Ge3 Notice differences between features of the local environmentGe6 talk about features they like and dislike.
  • 22. Children came up with an experiment to see if condensation occurred. Year 2 learning about the Rainforest 1a,1c, 1d, 1e Index A1 Year 2 are learning about the rainforest, children were encouraged to write down what they already knew and asked to think about what they would like to learn throughout this topic. (Refer to Index A1) They made predictions, then experimented with water to see what would happen in a ‘rainforest environment’. cience Talking Tim’s were used to record and check predictions. Children ‘taught’ each other the water cycle using the IWB as a teaching tool. They investigated where rainforests were using atlases and globes and wrote their findings out. Audio 1 Audio 2 Audio 3 Ge16 Ask and respond to geographical questionsGe18 Recognise, observe, describe and record physical and human features
  • 23. Year 4 learning about how wind direction affects weather patterns. 1a, 1b,1c, 1f Ge 35 Describe, compare and offer reasons for their views Ge36 To use appropriate geographical vocabulary in communicating findings Year 4 spent the afternoon learning about how wind direction can affect weather patterns, they used the information gathered to write a weather report and make a prediction about what the weather would be like the following day. Presenting reports using tuff cams in small groups to each other, children had the opportunity to assess their own and other’s recordings. Balloons were used to gather an understanding about high and low pressure.
  • 24. Year 6 on a residential trip to Stanley Head. 1c,1d, 1f ‘ Why are there no trees on the lower ground?’ Year 6 have the opportunity to complete the school year with a residential trip. The day began with breakfast and morning duties, not forgetting bed inspection!! Lots of exciting things to do including; rafting, rope work, canoeing, archery, and climbing, helping children to make connections and develop spatial awareness skills. Geographical questions were posed to the children, with some interesting ideas and responses! ‘How do you think the rock formed like this?’ A woodland orienteering challenge gave the children an opportunity to explore the geology and put their map reading skills to good use. Whilst using creative and critical thinking skills to investigate issues. A campfire rounded the day with toasted marsh mellows and tall stories! A really fantastic end of the year for both children and staff at Eaton Park Academy. ‘How did people naviagate underground before we had head torches?’
  • 25. . Displays around the school Are a celebration of children’s geographical work
  • 26. Year 2 at Beeston Castle Ge16, Ge17, Ge18, Ge19, Ge21 1c, 1f ‘What was this part of the castle used for?’ ‘The map says we should go straight over there.’ Year 2 visited Beeston castle as part of their topic on 'castles'. Children worked in groups using map reading skills to complete a treasure hunt around the grounds. A role play castle enabled children to continue learning through play back in the classroom. The characters they met on the way were enchanting and slightly terrifying! ‘What was living in a castle like?’ ‘What do you think this area could have been used for.’
  • 27. Nursery - Walkabout around our school.1c, 1d, 1e, 1f Ge1 Show an interest in the world in which they live . Ge2 Comment and ask questions about where they live and the natural world Ge3 Notice differences between features of the local environment. Shapes found in Photos of staff the environment Nursery children explored the school taken on walkabout used to print grounds to become familiar with different . pictures areas and environments around the school. Links were made with KUW, phonics, creative and PSED. Pictures were painted to recall sounds heard outside. Photographs were taken of staff and put on display to reinforce who the people are who care for them at school. Children painted pictures of things they heard on the walk and used appropriate colour to remember what they saw. Shapes found in the environment were used to print pictures, encouraging the use of natural geographical resources. Pupil’s understanding of the staff and school layout improved because of the walkabout. ‘I know Mrs Turner works in the office where all the photographs are.’ Demonstrating evidence of core knowledge of appropriate geographical vocabulary to recognise and name locality features. Work displayed outside for everyone to enjoy, showing off the beautiful work done about the learning environment. Evidence of use of colour and shape to re enforce learning about the walkabout.
  • 28. Reception - learning about the weather and travelling to school Ge4, Ge5, Ge6. 1a, 1c, 1d, Refer to index W17 ‘A lot of people come in the car to school!’ Reception children had fun learning about different ways of travelling to school . Working in small groups they considered different forms of transport and why different people may use them. They followed this up by asking their friends how they travelled to school and completed a pictogram to gain an understanding of the most and least used transport. Children enjoyed using maps to draw their own journey into school. Refer to W17. ‘I come in the car when Mummy brings me. ‘ The children discussed the best way of keeping fit and travelling to school, staying safe on the roads and how the weather can affect us. This opened up discussion about their favourite weather and they had another opportunity to practise asking friends what their favourite weather is and completing a pictogram to find out which is the most and least favourite. ‘Rainbows are the best!’
  • 29. Year 2 Field trip in the local community Index – P8, W11 1a, 1b. 1c, 1d, 1f Year 2 are becoming more familiar with the locality after building on previous fieldwork opportunities to investigate the area. They wrote instructions on how to get to a familiar place and then drew a map after a visit to the local community where they described physical and human features and made observations about those features . They used a key and assessed their own and other’s work using three stars and a wish. Ge21, use globes, atlases and maps, Ge23 make maps and plans
  • 30. Year fantastic day dressing up as Romans for the day, they engaged in role play with visitor, Mr Bamford 3 Comparing Settlements Year 3 had a Index A9 1a, 1d, 1e, 1f Ge24, Ge25, Ge28 who brought artefacts in, enabling the children engage in creative thinking about people and place. They considered why people may want to move from the place they were born, showing an awareness that places may have both similar and different characteristics. Children used maps and atlases to locate these places and use appropriate geographical vocabulary to make comparisons. Links were made to what is happening in our country and why visitors may want to move here. Children were encouraged to think about where they would like to live in the future and why. Marking is annotated with nest steps on, refer to index A9.
  • 31. Year 5 as anEgyptian day! Engaging in role play scenarios with staff who – Egyptian for the for a day! Year 5 had a fabulous time, acting 1b,1d, 1e, 1f enthusiastically acted in role for the entire day. Links were made throughout the day to different curriculum areas such as maths, literacy and art and design. Pupils were encouraged to think and act creatively, using different resources available to them, giving many children the confidence to try different activities. At the end of the day the children completed a reflection sheet about what they had learned and enjoyed most during the day.
  • 32. Map work with Reception ‘This is a car park. Mummy parks there when we go to hospital.’ Index W12 1a, 1c, 1d This evidence shows how the children have used their experience of the world around them to make a wonderful 3D map of their own environment. They were introduced to real meaningful maps they can relate to, giving them the opportunity to ‘see how maps worked’. They talked about what the maps showed . Pupil’s explored the outside learning environment to identify the main features, and found real things to create the map. Pieces of tree were used to create trees and wood for the wooden climbing frame. Dolls were used to ‘test’ the map. This evidence shows the children can observe and talk about a familiar place and features that are outside the classroom. The child below has located his own position, using basic geographical language to describe the journeys taken. Children created a real map and talked what it showed of the outside learning environment. ‘I am standing next to the boat.’ ‘My planter has got real plants in it’ ‘This boat is made of wood like the trees’.
  • 33. Year 5 – map work using ICT to learn about the local area. Here is an example of peer assessment You wrote the names of all the cities down. London is lower down than Birmingham Ge 50. to use atlases and globes and maps and plans at a range of scales, Ge52To draw plans and maps at a range of scales Ge53 To use ICT to help in geographical investigations Year 5 used maps, atlases and netbooks to develop knowledge, skills and understanding in studies by comparing where Stoke On Trent is to other major cities. Children worked in groups to mind map what they knew about the local area and what they wanted to know, moving between groups to exchange ideas and knowledge. Shows confident use of independent use of netbooks and Google earth to develop geographical knowledge Distances from Stoke were investigated, calculated and checked using netbooks and maps. Landmarks were identified and placed on a map. Children peer assess by writing comments on their partners work in pink or green crayon. Pink (ticked pink) celebrating all the really positive work, and in green (for growth) any areas that may could be developed. Children are encouraged respond to these comments in a different colour . Time is given at the beginning of the following lesson to do this 1a,1b, 1c, 1d, 1e
  • 34. Assessment 2b • Classroom Monitor (A8) is used to assess Geography. This is colour coded to signify at a glance if objectives have been met. Green = Achieved, Yellow = Partially achieved, Red = Not met and White = Not taught The class teacher updates Classroom Monitor each half term and uses this data to inform their planning. • Each term the Subject Leader carries out analysis, in a Foundation subject review (A2) to identify in year bands what % of children are on track, how many are above, below and what % are potential attainers. Analysis is given to the Vice Principal and fed back to the Geography leader so staff so they can act upon it, Analysis of geography data (A3) and refer to Subject leader meeting notes (A11). • The subject leader will monitor if classes are following up areas identified for development in termly learning walks around the school and in planning, planning scan Year 5 (A4) and work scans. • Staff look at how much progress is made on a termly basis. Classroom Monitor converts progress to points where the class is looked at as a whole, SEN, boys, girls and free school meals. • Last years data showed that Foundation Subjects as whole were not been covered adequately. (Overview of Curriculum skills in Geography) (A5). So in Spring 2013 each subject is allocated ‘a week’ where it is expected that the subject will be taught every afternoon wherever possible. This was due to progression was not sufficient and different year bands were doing similar work and not being sufficiently challenged. Planning is checked by the Vice Principal to ensure the children are appropriately challenged. • The curriculum is reviewed by looking at % of skills covered, any gaps are identified and staff can include them.
  • 35. Planning • Long term planning is made up of the Creative Learning Journey Skills (P12) which take the National Curriculum objectives and breaks them down. There is a tracking file of these skills for each year band which follows that year band throughout the school. As skills are covered they are highlighted, and this working document is used to inform planning and learning needs. Information about topics which are covered are also kept to ensure topics are not repeated and that there is adequate coverage of all areas across the school. • Medium term planning is in the form of Curriculum Maps (SL2). The curriculum maps identify what will be covered in a topic and the skills that will be covered. They are highlighted to show the links between different skills. The Whole school curriculum map is displayed in each staff room and is annotated regularly by staff to show what has been covered. Subject Leaders are then able to use this to keep a check on how their topic is being taught. The learning activities and skills identified are then transferred into weekly planning to be delivered in class. Topics are usually carried out for half a term in FS and KS1 and for a full term in KS2.
  • 36. Year 4 Local map work Index link to plan, surveys, work example with in context slip, dartboard, AFL 1a,1b,1c,1d, 1e, 1f, Index P9, W13, W14, A6, A7 Year 4 began the topic on Local map work by colouring in a dartboard to indicate what they know at the beginning of the topic (A6) and what they know at the end of the topic (A7). Over time This evidence shows children using a variety of approaches to investigating the local area. Initially by looking at old local maps then comparing this to the information on Google Earth. There were differences in the two and this sparked interest as to how and why things can change, and how different maps identify different things. The children all gained an understanding of the importance of up to date accurate maps after trying to follow their own maps on a walkabout, giving the opportunity for higher level thinking skills. A survey was undertaken with local residents A thoroughly enjoyable afternoon that brought map work to life for many of the children. Ge37,38,39
  • 37. Continuity and Progression Reception Year 1 Year 2 Year 4 Continuity and progression can be seen from the map work samples from different children in different year groups. Starting with Reception children who made a map of their outside learning environment using real things collected from the playground. They tested and played with the map using dolls. Year 2 started to think about map making by writing instructions on how to get to a familiar place . They and drew a map after a field trip to the local community. Progression from the Foundation Stage can be seen by the use of a key, the scale on which children are asked to draw maps has increased, as have the skills and the quality of the map work. Moving onto Reception where the children learned about the Queens Jubilee festivities and created a huge wall map they worked on collaboratively. detailing both real and imaginary landmarks on their journey. This work demonstrates that children have a sense of place and how London’s landmarks and buildings differ from those familiar to them in Bentilee. Year 4 Investigated the local area by looking at old local maps, then compared this to the information on Google Earth. There were differences and this sparked interest as to how and why things can change and how different maps identify different things. The map work was labelled, on a bigger scale and had a key. Children were encouraged to think about how they could improve their map with the next steps shown on the marking.
  • 38. Year 6 Local fieldwork studies Year 6 undertook detailed fieldwork studies in the local area to investigate human and physical processes. They began work by thinking about what they know and want to know about the local area (refer to Index A10)studying local maps and were asked to think about what changes they could see happening and what would they lead to. Erosion near NISA EQA ?? Rated area in bar chart Wrote explanation text and detailed what the evidence was based upon.. Children were disappointed by the amount of litter. Index A10
  • 39. Assessment for learning and marking

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