2. Children have a very good understanding of places in the world as a result of our well
planned curriculum. Through this they are able to consider where the places are, what
they are like, the similarities and differences between them and how they are
connected.
All year groups and classes have planned lessons which are differentiated according to
ability. This ensures that children of all levels have access to the concepts encountered.
This helps to underpin the children’s understanding of global issues and challenges.
Section 1: Supporting Achievement - How
effective is geography in your school?
2
3. 3
These comments apply to the
following two pages.
Year: 5
Unit of work: Rivers and Coasts.
Context: Children were asked to
study the River Severn, whilst
developing their understanding of
the features of rivers.
Why was it chosen? These pieces
show how tasks are differentiated
to suit children of differing abilities.
What does it show children know,
understand and can do? It shows
that children can apply their
theoretical knowledge and
understanding of the features of a
river to real-life contexts at an
appropriate level to engage and
enrich their learning.
Lower ability task
5. All classes have been encouraged to start every geography lesson with a
mental starter. This may include games such as Taboo for the related topic,
using Google Earth to view a particular location, or watching a video clip.
These each give children the opportunity to recap learning from previous
lessons or develop their knowledge in a new area. Here are some examples
from our planning:
Year 1: Mental Starter: Google maps and Google Earth
Year 2: Mental starter: Play a game of hangman using seaside vocabulary
Year 3: Mental Starter: 'Give me 10 words' - Read the title of the topic and
ask children to write down ten words that are linked to it. Topic ideas -
Different uses of Maps, Important features of maps, Amenities in Farnham
and Guildford, giving directions.
Year 4: Mental Starter: Virtual World, Fun Stuff, Scrambled Place,
Countries.
Year 5: Mental Starter: Capital Chase- read name of capital city and
children guess the country.
Year 6: Mental Starter: Play 'Odd one out' with a selection of words to do
with weather.
A1: Pupils have good knowledge, appropriate for their age, of where places are and what they are like
5
6. To give the children in our school a good understanding of what other countries are like and their
similarities and differences to Britain, we have encouraged connections with previous students,
family, friends and international school partnerships.
Further to this Year 6 children attended an
assembly whereby they ‘Skyped’ a
teacher’s brother who lives in Japan. He
explained what life is like living in Japan
and the similarities and differences in the
education system. The children had the
opportunity to ask several questions about
his experiences and how these compare
with living at home in the UK.
We are luckily enough at South Farnham to have a
sustained and mutually supportive link with
Tezukayama School in Japan. This allows the
children to share experiences and therefore
develop their knowledge and understanding of
different cultures.
6
7. Each week in upper and lower school assemblies class teachers have been
discussing current global issues and challenges to encourage children to
learn about the world around them and the impact that it may have on
them. Examples of these topics include:
More severe weather warnings for parts
of the UK
Cliff falls into sea in East Sussex
Big freeze continues to grip USA
Rubbish clean up on Mount Everest
A1: Pupils have good knowledge, appropriate for their age, of where places are and what they are like
A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are used to support
achievement in geography. 7
8. Children at South Farnham especially enjoy learning that is related to their own experiences. As
mentioned previously, during each upper and lower school assembly a discussion is held with relation
to a current geographical topic. The flooding this year is something that has had a great impact on the
children. Whether it was because they had no power at Christmas, or they know someone who has
had a bad experience with water entering their home. As a result of this, several discussions have been
had about global warming.
8
Year: 5
Unit of work: Rivers and Coasts
Context: Children were asked to explain the water
cycle. As an extension activity they used their
understanding of this and of global warming to
research whether it would ever stop raining on
Earth.
Why was it chosen? This task shows the children’s
enthusiasm for research activities which give them
the opportunity to develop their understanding of
geography related topics, in this case, global
warming.
What does it show children know, understand and
can do? This piece demonstrates that the children
have a good understanding of the consequences of
global warming and can explain how this relates to
the water cycle.
9. 9
Year: 5
Unit of work: Rivers and Coasts / Music – song writing
Context: Year 5 children were asked to revise what they had learnt about songs and song writing so far.
Their task was then to decide on a topic as a class and write a song
Why was it chosen? This example of a song shows the children’s interest in their local area and how they
have tried to relate to what others are going through.
What does it show children know, understand and can do? This child can use their own and others
experiences to demonstrate their understanding of the impact of bad weather on different communities.
10. Geography displays and world maps can be found
around the school. These encourage learning of
particular topics inside and outside of the classroom.
A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are used to
support achievement in geography. 10
11. ICT is an integral part of the children’s learning in geography and it is very
much used to support the children’s achievement in geography. For example,
in year 3 the children learn about India and how it compares with the UK.
There is a focus on climate zones and map skills. The children use ICT
resources such as Google Earth, Virtual World and Virtual Geography to
develop their understanding of the locality, and allow to draw comparisons.
A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT
are used to support achievement in geography. 11
12. Fronter is a virtual network that we use at South Farnham School. At the
start of each ICT lesson, the children are given the opportunity to build on
their learning from other subjects. The site has links to a range of activities
including games, puzzles and video links.
A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are
used to support achievement in geography.
As you can see in the image
opposite, Fronter has several
geography resources. In year 5,
children can use this resource
to complete river feature
jigsaws, develop their map
work or attempt word searches
relating to rivers and coasts.
12
13. Fieldwork and Geographical Enquiry
Fieldwork is something that is emphasised throughout South Farnham School as
practical, hands-on experiences are invaluable to children’s learning.
Year 3 the children go on a day trip to Dapdune Wharf whereby they study modes
of transport and look at the human impact of these on the environment. In
addition to this, they explore ecosystems at Wisley gardens in the Summer term.
In year 4, children have the opportunity to apply their map and orienteering skills
on their trip to Marchants Hill.
Children in Year 5 learn about water and its effects on landscapes and people. To
further this, children take part in a residential trip to Osmington Bay to develop
their knowledge and understanding of rivers and coasts. This first hand experience
enables the children to apply their learning and make it more memorable.
Year 6 children carry out locality studies, which enables them to compare features
of two areas. In addition to this, the children take part in pond exploration and
develop their knowledge and understanding of how humans have adapted the
environment to cater for their needs during their residential trip to Preston
Montford.
A2: Geographical enquiry and skills: fieldwork, map work, critical thinking and the use of ICT are
used to support achievement in geography.
13
14. Year 6 pupils
identifying a range
of pond life.
Year 3 on a field trip to
Wisley gardens to explore
habitats and ecosystems.
14
Year 6 children
developing their
orienteering skills.
Year 2 children making maps
on a visit to Alice Holt
Forest.
Year 1 designing
a trail that
celebrates the
different areas
in the school
grounds.
15. 15
Year: 1
Unit of work: Mapping
Context: Year 1 children were learning to create maps of their local environment including physical and
human features and giving directions after walking a specific train through the area.
Why was it chosen? This example shows that children enjoy developing their geographical skills through
hands-on experiences and their own independent exploration of an environment.
What does it show children know, understand and can do? It shows that children are able to use a
multitude of skills in different situations to enhance their learning.
16. Pupils enjoy geography at South Farnham School. They work with enthusiasm and
commitment. This can be seen towards their positive attitudes towards the range
of tasks they undertake including written tasks and practical workshops.
Year 6 children enthusiastically taking
part in a Caribbean drumming
workshop, which links with their
geography topic.
A3: Pupils’ positive attitudes towards geography support progress within and between stages of
learning.
Whilst learning about India in
Year 3, children develop their
understanding of traditional
values and practices by taking
part in Bhangra dancing during
their PE lessons.
16
17. A3: Pupils’ positive attitudes towards geography support progress within and between stages of
learning.
Sport relief
As a school we raised over £900 for Sport relief 2014. The children were committed to
raising as much money as possible. In doing so, they sold wrist bands and took part in a
sponsored mile. Children ran, hopped, skipped and rolled their way around the school field
to support this cause. This dedication highlights the children’s interest in helping others and
developing their own understanding of how to strengthen communities, live safer lives,
have a bright future and create a fair society; all things which Sport’s relief promote.
17
18. All staff have a copy of the curriculum map within the geography policy which enables them
to clearly see the topics covered by children in previous years as well as what they will be
learning in future years. This enables the teacher to make links between these topics and
ensure children are well equipped with the knowledge they need to gain before they
progress to the next stage of their learning.
South Farnham has thoroughly reviewed medium term planning to add or emphasise
additional requirements for Geography lessons in line with the New Curriculum. As an
example in Year 3 more emphasis will now be placed on ‘Biomes’ when studying India and in
Year 4 more comparison will be made with UK when studying Egypt with regard to the
distribution of natural resources previously not discussed in either of these year groups.
Section 2: Supporting Teaching - How effective
is the teaching of geography in your school?
18
19. Whole School Teaching and Learning
Here is an example of a Year 4 Assembly about Easter in Sri Lanka. Children
were being asked where they thought Sri Lanka was and used a globe to
locate. They had fun answering questions such as which hemisphere it was
in, which countries it bordered. Cross-curricular learning is an important part
of the curriculum and enhances the quality of the geography that children
experience, helping them understand that their experiences are similar to
those all around the world. Activities such as these help to develop teaching
and learning in geography as well as other subjects such as PSHE&C.
T1: Teaching is underpinned by good subject knowledge. The teaching of core geographical knowledge underpins
children’s learning about the world. 19
20. Medium Term Planning
WEEKLY
PLANNING GEOGRAPHY AUTUMN TERM 2013
11.11.13 Lesson 10
Programme of Study: 1ac, 2ag, 3af, 4a
a To be able to identify key features of the world and Europe.
b To investigate geographical questions.
c To use secondary sources of information
Activities WHOLE CLASS SUPPORT EXTENSION
Blooms
Taxonomy
Reference
Knowledge/Comprehension/Application and to
include opportunities for Analysis
Initial focus:
Knowledge/Comprehension/Applicat
ion
Giving opportunity for Synthesis and
Evaluation
Mental Starter: Taboo- Children have to define
geographical terms without using certain words and
the others guess what they are describing. e.g.
rivers- without saying water, flowing etc.
Recap what the children found in the
parcel last lesson and what interested
them the most. Children then create
factfile about Tanzania using previous
letter and facts discovered.
Fact file prompt
Children use Atlas and
internet to independently
research the location
selecting key information.
Children write a letter in
response asking relevant
questions.
Article 15: Chn have the right to meet together and to join other groups and organisations as long as this does not stop others from enjoying
their rights.
Plenary: Recap facts they have found
out about Tanzania and their opinion
of the country based on these.
Cross Curricular: Literacy- using non-fiction texts I.C.T. Ppt
Assessment Test Observation
*
Dialogue/Presentation Written *
Resources: Parcel, second letter, map, powerpoint fact file prompt
Teachers differentiate lessons
to support and extend pupils
within the class. Three
activities are planned in this
example – a fact file
independently researched, a
fact file with a prompt and to
promote evaluation and
synthesis a letter asking the
other child questions. Different
learning styles are challenged
using Blooms Taxonomy which
encourages questioning,
investigation and a critical
thinking when approaching
geographical questions. The
example shown here stimulates
children to enquire about
another child in Tanzania who
has sent a parcel to class and
to compare lifestyles and the
weather.
T2: Teacher’s apply their skills through effective pedagogy and ‘curriculum making’ to provide relevant and
effective content. 20
21. Effective Pedagogy at South Farnham
• Connection to real life is key in the teaching of Geography at South
Farnham. Teacher’s aims are to use students’ experiences and knowledge
as a point of comparison, enabling students to improve their
achievement.
• The example here shows how the arrival of a parcel containing a flag and
a picture of a child prompts research to locate where the flag came from
and why the child in the picture is stood outside a straw house in a desert.
This work enabled alignment of the two environment s as the children
realise where the child lives and how the country’s features differ from
their own, such as temperature and rainfall, proximity to the Equator.
• As different groups focus on different tasks a learning environment is
established where facts are shared and children begin to form opinions
about the lifestyle of the child in the picture .They begin to take ownership
of their learning and become happy to make decisions about what they
have learned.
• Further interest and learning then is promoted as the children in Year 4
draft a response to the child discussing their own lifestyle and the climate
in the UK.
21
T2 Skills: Teachers apply their skills through effective pedagogy and 'curriculum - making' to provide relevant and
effective content.
22. 22
Year: 4
Unit of Work: To investigate less
developed countries on
continents around the world
Context: Following a letter from
a child in Tanzania sharing
information about their home,
climate and lifestyle the children
were encouraged to reply
sharing information about their
own lives.
Why was it chosen? Connection
to real life is key and using the
children’s own experience and
knowledge developed their
thinking about the country
concerned.
What does it show children
know, understand and can do?
The children showed
understanding of the
differences of geographical
features of the landscape,
climate and lifestyles of the
different countries.
23. 23
Year: Year 4
Unit of Work: The unit of work is to investigate continents around the World
Context: The children chose a country within a continent to study that is less developed
Why was it chosen? A parcel arrived from a child in Tanzania containing a flag and a picture which the children
had to research to find out which country it come.
What does it show children know, understand and can do? The unit provided an opportunity for the children to
research from secondary sources including Google Earth, atlases and information books to understand the
climate, language, flag and geographical features of the landscape.
24. Good subject knowledge
Children learn in different ways and it is important to utilise visual, auditory and
kinaesthetic techniques to consolidate learning for all. The Lesson plan seen here
shows how this is done, linking kinaesthetic learning actions for fact files in literacy
to facilitate the activity in Geography lesson. Effective pedagogy and active
learning ensures high expectations and that the children enjoy geographical
activities too as they highlight headings and subtitles.
T2: Teachers apply their skills through effective pedagogy and 'curriculum - making' to provide relevant and
effective content. 24
25. Assessment for Learning
Assessment is based on ‘learning’ not teaching. Every lesson has a
clear objective as demonstrated in the medium term planning
begins with ‘To be able to …’ The success criteria clearly highlights
‘You will be able to…’ Plenaries use AFL questions to probe the
learning achieved by the children as seen below.
Each classroom has prompts to encourage children to self-assess
and reflect on their quality of work and achievement within their
targeted objective
T3: Teachers enjoy the subject and convey high expectations: assessment is valued as an essential tool
in planning and monitoring pupils’ progress. 25
26. While every lesson plan is differentiated to the needs of the children in the class every term a ‘Worksample’
is generated which is used to moderate the assessment of all classes across a year group. This ensures a
consistency in the approach to assessment and further development to ensure how children understand how
geography can help them become environmental campaigners, fieldwork explorers or global citizens is
discussed at this time.
26
27. 27
These comments apply to the following
two pages…
Year: 3
Unit of Work: To list amenities within
Guildford and Farnham
Context: To recognise places fit within a
wider geographical context and are
interdependent on each other
Why was it chosen? To identify that
different places have different amenities
and understand how they have become
important to the town.
What does it show children know,
understand and can do? This activity
highlighted children’s knowledge of the
amount of different amenities in the
different places that were similar or
different, using differentiated work guides
to aid thinking
29. At South Farnham school, there is highly supportive culture that
seeks to find out information about different lifestyles and
cultures around the world.
The enthusiasm of staff maintains high standards reached within
the teaching of this subject. This motivation to explore and learn
is also shared by children and the wider community.
The school has a desire to continually ‘pursue excellence’ and
this is one of reasons why it is successful. Geography has been
continually reviewed to identify further areas for development.
Section 3: Supporting Behaviour and
Relationships - How well does geography support
behaviour and relationships?
29
30. 30
These comments apply to the following two pages…
Year: 3
Unit of work: This is a year three unit of work on India
Context: The children develop ideas about a less economically developed country.
Why it was chosen? This shows appropriate observations about locations of physical and human
features using maps and secondary sources.
What does it show children know, understand and can do? Children describe a range of physical and
human features of places using appropriate geographical terms and making geographical comparisons
between localities studied.
32. World Drumming Workshop
Through music children celebrated
life and the climate in the
rainforests. After class based tasks
the children explored the sounds of
the rainforest through drums and
percussion instruments.
Chinese New Year
Children have been using
globes and atlases to locate
countries around the world.
To celebrate some festivals
around the world they each
made a Chinese dragon mask.
B1: Geographical knowledge promotes positive relationships and behaviours.
33. A display encourages children to
consider children's rights and
responsibilities around the world. All
lessons contain references to these
rights and are a focal point within every
assembly. This element of geography
underpins learning across the school
and as a result pupils have a better
understanding of diversity and cultural
difference.
Rights and responsibilities are displayed
in the corridors around the school.
These help children to understand the
responsibilities that link to being a
global citizen.
B2 Skills: Geographical skills promote a better understanding of difference and diversity. 33
34. In order to understand different lifestyles and cultures and share our own
experiences we have further developed links with Tezekuyama school in
Japan.
We have a display that is regularly updated with information exchanged
between children from both schools.
This sustained and mutually supportive link allows the children to learn from
each other, promoting tolerance and respect.
Children exchange
information about
some of the work
they are
completing in class.
Pictures and work allow a
comparison of the type of
work produced and the
overall learning environment.
B1: Geographical knowledge promotes positive relationships and behaviours.
34
35. Visitors to the school speak about global issues affecting communities
around the world. They use their geographical understanding to
participate in projects with sustainability in mind.
A speaker from water aid speaks to the
children about the charity and its work
in other countries. The children learn of
the importance of the sewage system in
developing countries.
B3 Attitudes and values: Pupils develop self esteem through genuine opportunities for participation in
applied geography 35
36. Children collect evidence from two
parts of a river and the sea. The types
of flora, fauna and its impact on
biodiversity is studied.
Children participate in several Geography projects which contrast localities. An example of
this can be seen in Year 5. The children begin their work in the classroom and then take a
residential trip to Osmington bay to study coastal erosion, rock formation and marine
zonation. After the trip, the children make decisions about how they want to continue their
learning.
A lesson plan that shows how
these outdoor experiences are
embedded within the
curriculum.
B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.
36
37. WEEKLY PLANNING Summer 2014
Year 5
P.O.S. Objectives 1c 2g 3f 4b 5b 6a,c
C To consider health and safety issues when we are on the beach at Osmington.
D To use maps to locate places in the UK, consider counties and cities.
Activities SUPPORT EXTENSION
B lo o m s T a xo no m y
R e fe re nc e
Initial focus: Knowledge/ Application
Giving opportunity for Synthesis and
Evaluation
WHOLE CLASS
B To revise key vocab for rivers and the water cycle, as studied last term Article 12: Children have the right to say what they think.
GEOGRAPHY
Lesson 7 - a) Revise learning from Osmington last week. b)Use maps to locate
Osmington. what county is Osmington in? Groups answer questions based on
map of Osmington and surrounding area. c) Discuss your observations on the
beach and river study when in Osmington. How did you ensure you were safe?
SOUTH FARNHAM SCHOOL
Knowledge / Application
and to include opportunities for Analysis
Use 6 figure grid refernces.
Prepare a talk about to present to class
about health and safety on the beach at
Osmington and your observations when
there.
Date: WEEK 4 12th May
C To raise awareness of the constant threat of erosion. Article 29: Education should encourage children to respect their own and others cultures.
Peer / teacher support.
Use four figure grid references.
B2 Children use their knowledge of risk in the environment to help themselves and others stay safe.
Children discuss safety issues before entering into the rock
pools at Osmington. This is later reflected on in class, whereby
the children present about health and safety precautions they
needed to take when they were there.
38. The children’s eco council helped the school achieve Green
Flag status. These sustainability based projects enhanced
Geographical learning across the school.
A lesson plan links
curriculum based work
with the whole school
eco action plan.
Children’s eco work is
displayed around the
school encouraging
talking about points
surrounding
geographical issues.
B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.
38
39. Children throughout the school participate in projects focusing on
sustainability.
Children complete a project where they
design a village that needs to
environmentally sustainable.
The school eco council
surveying electricity use
around the school as part
of ‘switch off fortnight.’
B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.
39
40. As part of their curriculum work, the children
created surveys to show their water usage. This
had a positive impact as further surveys
demonstrated a reduction in water waste. This
showed a development of greater awareness of
the need to efficiently use this valuable resource.
South East Water spoke to us some more about
how we get fresh water and how to ensure
sustainability. An article about the talk at our
school was put on the South East Water
website.
The children looked at water and compared water usage locally with
other areas of the United Kingdom and places around the world.
B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.
40
41. 41
Year: 3
Unit of work: Eco-Schools Survey
Context: Children created and carried out a survey of their water usage at home, showing that
their water usage was better in the second week. This was after the water talk from South East
Water.
Why was it chosen? This piece of work shows that the children have a good understanding of the
need to be eco-friendly, both at home and at school.
What does it show children know, understand and can do? It shows that the children have a good
understanding of the environment and their impact on it, thereby promoting positive behaviours.
42. Children participate in trip that looks at biodiversity, flora and
fauna. They study how plants have adapted themselves to live in
different climates around the world.
Children pot their own plant in a
biodegradable paper pot. This is
then planted at home.
The children learn about different
types of plants and where they are
found globally. They take samples
to further research back in the
classroom.
B3: Pupils develop self esteem through genuine opportunities for participation in applied geography.
42
43. The school council raise
awareness of festivals
around the world by
frequently updating
display boards which
raises awareness of
global and geographical
issues.
Children learn more about cultures and different traditions from other cultures
and countries. Children present to the school about Chinese new year. This is
one of the many opportunities the children have to apply their Geographical
learning. All children are encouraged to share their own knowledge throughout
this assembly.
B3 Attitudes and values: Pupils develop self esteem through genuine opportunities for participation in
applied geography. 43
44. Children and staff create displays as
part of their research on different
locations around the world. These
successful displays pose thoughtful
questions to engage the children.
Children’s Geography
topic work is displayed
for children around the
school. This
encourages talking
about the topic,
inspiring them to
explore topics further.
B3 Attitudes and values: Pupils develop self esteem through genuine opportunities for participation in
applied geography. 44
45. Through the study of geography, children are given opportunities to develop an
awareness of their immediate surroundings, other places and how people have
used their environment. Children are encouraged to broaden their knowledge of
places and environments throughout the world. As pupils study geography they
encounter different societies and cultures. This helps them realise how nations rely
on each other. It can inspire them to think about their own place in the world, their
values and their rights and responsibilities to other people and the environment.
A script written by
teachers and children and
performed to the school.
This particular assembly
compares our climate and
clothing to that of India.
B3 Attitudes and values: Pupils develop self esteem through genuine opportunities for participation in
applied geography. 45
46. Our Vision: Within our geography curriculum we aim to develop children’s
understanding of the features and conditions that make up the physical environment.
We aim to stimulate their interest in their surroundings and develop their skills
through first-hand experience and geographical enquiry. At South Farnham, we hope
that our children develop an informed concern about the quality of their world and
leave the school with a clear understanding of what it means to be a global citizen
(See Geography Policy).
This vision informs the geography curriculum that we deliver. As part of the half-
termly meetings of the Geography team the current planning is review and
updated in line with the children’s needs. This is further supported by the use of
Bloom’s taxonomy to differentiate all lessons to suit the needs of all of the learners
across the school.
L1 Knowledge: The school knows where it is going. There is a `vision’ for geography that is helping to shape the way
that the subject is taught and which acknowledges that we live in a global, interdependent world.
Section 4: Leadership and Management -
How well is the subject led and managed?
46
47. The appropriate section of the School Development Plan is updated
annually by the Geography Team. This is then put together as a whole-
school document to ensure the school’s ethos – ‘the relentless pursuit of
excellence’ - is upheld in every subject.
As part of this development process lessons are regularly observed by the
Subject Leader and the Senior Management Team. This careful monitoring
leads to continual development of the staff and the subjects.
L1 Knowledge: The school knows where it is going. There is a `vision’ for geography that is helping to shape the way
that the subject is taught and which acknowledges that we live in a global, interdependent world.
‘Teachers’ performance is monitored extremely effectively to ensure that the
high quality is maintained consistently, and this ensures that all pupils achieve
highly. No group falls behind, and all pupils, whatever their backgrounds or
needs, make outstanding progress. The school’s outstanding promotion of
equality is seen in the way the adults and pupils value and respect one another,
so that there is no discrimination on any grounds.’ South Farnham School Ofsted
report 2012.
47
48. South Farnham School is committed to ensuring our curriculum has strong cross-curricular links. On
every page of the Medium Term Planning the cross-curricular links are clearly stated to ensure they
are referenced during the lesson.
Our Geography curriculum has very strong links with Science, Art, PSHE&C and English to name but
a few. The concept of being a global citizen is referred to specifically in several different subjects as
it is our intention to make sure the children are well informed about their role in the world and the
responsibilities that come with it.
This shows the strong cross-curricular links that are
planned meticulously into the Medium Term Planning
for the different lessons.
48
This is a text with a
geographical focus which is
explored in English by Year 4.
By using texts such as these
children are encouraged to
consider geography in a
range of different contexts,
thereby making sure it is
embedded across the
curriculum and not
considered a stand-alone
subject.
49. 49
This is an overview of how the Medium Term planning is arranged at South Farnham.
The lessons are then planned in individual weeks, examples of which have been shown
throughout this document.
51. Year: 6
Unit of work: Volcanoes and
Earthquakes.
Context: Pupils explore the
feelings of people who choose to
live near a volcano through a
diary entry.
Why was it chosen? This piece
shows the strong cross-curricular
links within the subjects that we
teach at South Farnham.
What does it show children
know, understand and can do?
This piece shows that children are
able to use their geographical
skills in other subjects and
similarly that they can use skills
from across curriculum to develop
their abilities in geography.
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52. We were one of the first cohort of schools to be appointed a National
Teaching School. As part of this we are responsible for rolling out the new
National Curriculum and helping others to do the same.
We have several SLE’s who are responsible for visiting other schools to help
them to better their practices and deliver outstanding teaching and learning
in all subjects. In addition to this, as a Centre of Excellence, other teachers
will regularly visit South Farnham to observe the outstanding provisions for
children that we put in place.
We are also responsible for delivering the SCITT programme for Surrey and as
such have helped several training teachers become excellent practitioners.
This email is from the
Geography Leader from a
different school who
emailed our subject leader
asking to observe best
practice and to give advice.
This shows how we often
influence geographical
practice beyond our own
school.
L2: The Subject Leader demonstrates good leadership skills in terms of targets, identifying CPD needs,
resource provision and transition within and beyond the school. 52
53. Subject monitoring at South Farnham is
systematic and rigorous.
The SLT will regularly observe lessons to
ensure the maintaining of standards in
teaching and learning. This information is then
used to inform performance management
systems to ensure CPD.
Specific targets are developed and strategies
for improvement are discussed. There is then
a specific opportunity to share these best
practice opportunities during every meeting
at the school under the heading of ‘School
Improvement’. These are shared in order to
ensure that high quality geography is
delivered across the school, thereby
improving the children’s learning.
In addition to continual performance
management reviews all staff are asked to
complete a questionnaire towards the
beginning of the school year in which they
identify their own development needs. This
allows the SLT the opportunity to target the
individual needs of the teacher as well as to
use the information to inform the School
Development Programme. To address CPD
teachers take part in both internal and
external training including peer
observations and peer teaching.
Minutes from a Geography Team meeting to discuss
how to continue to develop the subject. 53
54. The Board of Governors are very much involved in the maintaining
of standards of teaching and learning across the school. The
subject leader for Geography recently gave a brief presentation to
the Board, describing the vision for the subject.
Following this the Governors themselves completed observations of
Geography lessons across the key stages. These were discussed at
their next meeting.
L2: The Subject Leader demonstrates good leadership skills in terms of targets, identifying CPD needs,
resource provision and transition within and beyond the school.
‘The staff share his vision, and are equally ambitious to contribute to the
school’s success. Governors are fully committed to the school and make an
outstanding contribution to its work. Consequently the school is exceptionally
well placed to continue building on its success.’ South Farnham School Ofsted
report 2012.
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55. • Subject meetings take place once every half-term. Within them, the team are able to review the effectiveness of any
new resources that have been implemented and discuss the outcomes or new ideas gained from attending network
meetings or courses. In addition to this they can review the policy and School Development Plan before it is shared
with the rest of the staff.
• Assessment for Learning is a key strength at South Farnham. Each term a piece of work from each core and foundation
subject is levelled which, over the year, is collated as part of a portfolio of evidence for each individual child. The work
is then levelled and recorded on the school network. Teachers have found that this levelling drives improvement
forward in a positive way as teachers are able to identify what a child has achieved and provides a clear direction for
how to improve both within the current class and when the child moves to the next stage of their education. The
portfolios are then passed on to the child’s secondary school at the end of Key Stage Two.
L2: The Subject Leader demonstrates good leadership skills in terms of targets, identifying CPD needs, resource
provision and transition within and beyond the school.
This tracking document evidences the regular assessments that take place in geography. The children should be
making good progress through their time at South Farnham School and this document allows the teachers to identify
children who are now making the correct levels of progress and set appropriate targets.
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56. Transitions between stages are well managed at South Farnham, with
regular discussions and meetings between members of staff and the SLT.
In order to benefit the children between transitions, the needs of the class
are assessed and teachers assigned appropriately according to their
expertise. It is important that we ensure a multi-cultural approach in every
classroom, showing equal opportunities throughout the school. We
endeavour to ensure that the needs of the whole class are met through an
engaging and inspiring teacher and a broad, balanced, creative curriculum.
L2: The Subject Leader demonstrates good leadership skills in terms of targets, identifying CPD needs,
resource provision and transition within and beyond the school. 56
57. Evaluation of the provision of resources is an on-going project. A
resource audit will occur before the final curriculum meeting of the
year. The subject leader provides the teachers with educational
publications to explore which resources they feel would enhance the
curriculum, in their year group. Resources are held in a central location
for all staff to access. Resources specific to a year group are to be help
by the year co-ordinator. ICT resources are available on the school
network so all staff have access.
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58. Children are very much engaged in local initiatives, making their
learning more meaningful as it is related directly to their lives. For
example, children in Year Six take part in a traffic survey outside of
the school, then decide how traffic around the school could be
eased.
L3: Geography is valued within the school. It enhances other curriculum areas and whole school
initiatives. It engages parents, community groups and other organisations locally and globally. 58
59. Parents and friends are encouraged to come to school in order to
share their experiences as part of our Bright Futures Programme. In
addition to this there is a well-planned programme of visits and trips
which enrich the children’s learning in geography. These include:
Year R – Gilbert White field centre in Selbourne: Natural
environments and habitats.
Year 1 – Alice Holt field trip: Orienteering and map making skills.
Year 2 – East Wellow Florence Nightingale trip: look at her journey
from England to Scutari in Turkey and consider different modes of
transport.
Year 3 - Dapdune Wharf: directions and forms of travel. Wisley
Gardens – landscape.
Year 4 – Marchants Hill: orienteering and map reading skills.
Year 5 – Osmington Bay: Rivers and coasts, fossils, habitats.
Year 6 – Rainforest Roadshow: habitats. Natural History Museum:
Volcanoes and Earthquakes.
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60. Children take part in a range of local, national and international initiatives which helps them
to further recognise their role as a global citizen. These include the Golden Boot Challenge,
which encourages children to change the way they get to school, Switch-off fortnight which
encourages children to be more energy aware in line with our status as a Green Flag Eco-
School and World environment day which was the focus for a class assembly.
L3: Geography is valued within the school. It enhances other curriculum areas and whole school
initiatives. It engages parents, community groups and other organisations locally and globally.
The ‘Golden Boot’ award
A Year 5 child giving a
presentation about
the Switch-off
Fortnight
A script from a
class assembly
discuss World
Environment Day
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61. We have a link with the Tezukayama school in Japan which is ‘sustained
and mutually supportive’. The children regularly exchange correspondence
with the children in Japan in order to learn about new cultures and
civilisations. In addition to this a member of staff’s relative lives in Tokyo
and works in a school and we set up a Skype conversations between him
and the children in Year Six in order to enrich the children’s learning with
experiences that they could relate to.
L3: Geography is valued within the school. It enhances other curriculum areas and whole school
initiatives. It engages parents, community groups and other organisations locally and globally. 61
This is an example of the work that
children from Tezukuyama school in Japan
recently sent to the children at South
Farnham School.
This is a
picture of the
Year 6
children
participating
in a Skype
conversation
with an ex-
pupil in
Japan.
62. Originally the reason for entering the Quality Mark was as a
result of a desire to raise the profile of geography within
the school and use this to encourage the children to enjoy
and achieve through its teaching. Having successfully
achieved this, our new target is to continue to be a Centre
of Excellence for the subject, helping to share best practice
as far as possible and to continue to motivate children so
they enjoy geography and all that the subject has to offer.
We are delighted to have strong links with the local
community, including our achievements in the ‘Farnham In
Bloom’ competition. The children created hanging baskets
at the council greenhouses to display both at the school
and in Farnham Town. The children appreciate the chance
to enhance the appearance of the local environment and
are proud to see their hard work on display.
Geography at our school
62
63. One of the aims of the geography team was to encourage
the children to understand their position as global citizens
and the positive impacts that they can have on the rest of
the world. We were particularly keen for the children to
become more environmentally aware and so the Eco-
Schools Action Team, which is run by the children with the
support of parents, teachers and the governing body, along
with the rest of the school, worked hard to achieve the
‘Green Flag’ award for Eco-Schools. We are very proud of
this achievement, especially the children who have become
ambassadors for the cause. In addition to this our co-
Schools council have been responsible for several other
school developments including the maintenance of the
school’s pond area and vegetable gardens. The children
take pride in what they do and regularly share their ideas
with other children within the school.
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64. Where next?
We are very proud of the extensive fieldwork opportunities that are
available to the children. In the future we aim to incorporate even more
into the curriculum which are relevant to the children’s own lives and
consider real-life issues they could face in their lifetimes, in line with new
National Curriculum developments.
We have increased the children’s knowledge of geographical opportunities
that could be presented to them in the future through our Bright Futures
programme. Various professionals in different fields of work have been
able to discuss their life experiences and careers with the children. We are
aiming to further encourage this so as to draw the children’s attention to
the possible careers that await them within this subject, teaching them
how to turn their enthusiasm into a career.
The school has very much enjoyed developing a close partnership with our
Japanese link school. We have also set up a link with a school in France.
With the guidance of the British Council, we hope to continue to set up
links with other schools around the world to enrich the children’s learning
about other customs and cultures.
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65. Geography continues to prosper and develop within our school;
the process of reviewing targets and setting new ones is
continual.
All staff at the school are keen to continue to ensure that
Geography remains a focal point of learning within day-to-day
school life.
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