PGQM Silver Ppt application 2013

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  • 1. Appendices: Click on a link to take you directly to that section. 1a Achievement 1b Assessment 1c Active Learning 1d Creativity 1e Knowledge 1f Cross-Curricular 2a Policy Medium Term Plans 2b Leadership Silver Action Plan Pupil Portfolios Click on the Audley Owl to return to the home screen. 2
  • 2. Section 1: What is geography like in your school? 1a: Achievement in geography is high and pupils make good progress when considered in relation to age, ability and prior experience. Overview of geography staff meeting Spring 2013. Teachers are kept up to date in latest geography developments by the coordinator from Network meetings and GA newsletters and updates. The geography staff meetings helped to re-energise the teaching of geography. The new history and geography unit overview helped create interest and passion in the humanities subjects. 3
  • 3. Section 1: What is geography like in your school? 1a: Achievement in geography is high and pupils make good progress when considered in relation to age, ability and prior experience. Children are able to develop geographical learning in a range of contexts. Year 6 created diary texts in Literacy that linked to their geography work about mountains. Year 3 creating treasure maps in maths using directional language of the compass points. 4
  • 4. Section 1: What is geography like in your school? 1a: Achievement in geography is high and pupils make good progress when considered in relation to age, ability and prior experience. Map of local town by Year 1 child. Year 1 children created a simple linear map of Caterham. They had to label it with features that are the same and different from the Angolan village Soyo. Progression of mapping skills Map of familiar route by Year 3 child. The children created their own aerial map showing a route that is familiar to them. The children created their own symbols and key. 5
  • 5. Section 1: What is geography like in your school? 1b: Assessment of geography is seen as an essential tool in planning, learning and monitoring pupil progress. Assessment of children’s progress in the unit is recorded on to the final page of the medium term plan . This assessment is then used to inform the teacher of the child’s next steps in their learning so that they can plan accordingly. 6
  • 6. Section 1: What is geography like in your school? 1b: Assessment of geography is seen as an essential tool in planning, learning and monitoring pupil progress. As a school ‘Next Step’ feedback comments are used for marking all curriculum areas. These contribute to the children consolidating their learning and increasing their rate of progress. 7
  • 7. Section 1: What is geography like in your school? 1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography. Hindleap Warren – Year 6 Residential Fieldtrip Year 6 have the opportunity for a five day residential fieldtrip. During this time the children experience many new things in the outdoor environment. They also have the opportunity for orienteering using a map of the surrounding area at Hindleap Warren. This gives them the opportunity to use their mapping skills to navigate their way through the woods independently. “I loved the map adventure. It was scary when we got a bit lost but it felt amazing when we found the right way to go.” Maya (Year 6) 8
  • 8. Section 1: What is geography like in your school? 1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography. Year 5 Pulborough Brooks Year 4 Kingswood Activity Centre The children were given the opportunity to follow directions to lead each other around a route using voice commands and a guide rope. “The best thing at Kingswood was learning to map read and follow a map to get somewhere” Izzy (Year 4) As part of the ‘Rivers’ unit Year 5 visited Pulborough Brooks a RSPB Nature Reserve. They experienced following an OS map to find the river, experimenting to find the direction the river flowed and observing first hand the features of rivers. 9 7
  • 9. Section 1: What is geography like in your school? 1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography. ICT is an important teaching and learning tool in each year group. Year 2 forum on the school’s Fronter VLE with a child who visited Australia during term time. The children could communicate and ask her questions about Australian ways of life, weather and what she was up to! Year 4 used Google Maps to find their journey to school. They then described the human and physical features of their route. 10
  • 10. Section 1: What is geography like in your school? 1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography. Children practise the language of direction and route making with Bee Bots programming. Year 2 Beebots Year 2 using the Bee Bots to create routes across the classroom. The children programmed directions for the Bee Bot to follow. They then checked their ability to create the route when the Bee Bot’s started moving along the programmed route. 11
  • 11. Section 1: What is geography like in your school? 1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography. Geographical aspects are drawn out wherever possible to provide geographical learning opportunities and skill development in a range of contexts. Reception children took a learning walk around the school grounds to find evidence of the season. The teacher related this to their geography unit Seasons. 12
  • 12. Section 1: What is geography like in your school? 1d: Geography is seen as a key subject to engage creative and critical thinking about ‘people & place’, local and global change and possible futures. The children had to use the specific vocabulary within their answers. The Year 5 unit ‘Rivers’ introduced the children to flooding and the effect these have on people’s lives. The children reflected on the affects of floods and how they would feel in that situation. 13
  • 13. Section 1: What is geography like in your school? 1d: Geography is seen as a key subject to engage creative and critical thinking about ‘people & place’, local and global change and possible futures. As part of the ‘Persuasive Writing’ literacy unit, Year 5 wrote letters to a local councillor about improving the area around the school. They discussed and explored ways to make the road safer outside the school. They then had to write letters to Mr Orrick explaining why the road was dangerous and what could be done to improve its safety. 14
  • 14. Section 1: What is geography like in your school? 1e: Core geographical knowledge underpins children’s learning about the world. Year 3 created information text about climates linked to literacy. They had to use their geographical learning and vocabulary to explain the main types of climate they had learnt about. The children create a concept map at the beginning of each new unit of their existing knowledge. This helps the teacher to alter the learning to suit the needs and prior knowledge of the children. At the end of the unit the children write down what they have learnt in a different colour to form their own self-assessment of their learning. 15
  • 15. Section 1: What is geography like in your school? 1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives. Teachers plan cross-curricular links into their medium term plans. This ensures that geography builds on skills from other curriculum areas and can provide a ‘real’ context for the geography learning to take place. Year 3 art journeys For the Mexico unit in Year 2 the children conducted their research to help create a brochure for literacy persuading tourists to visit Mexico. The children selected information about the human and physical features, weather and activities that would convince tourists to choose Mexico as a holiday destination. 16
  • 16. Section 1: What is geography like in your school? 1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives. For science Year 3 found living things in the school environment. They attached objects they found to a simple aerial map of the school grounds to show the location they found the object. The children had to find the correct location in the map from their position in relation to the school building. Children learn how to grow vegetables and flowers in the school’s poly-tunnel. It is also used by the Gardening club and the Eco Council. Year 2 learnt about where some foods travel from for RE. They discussed why some food comes from far away and what the effect of this is and could be on people and the environment. 17
  • 17. Section 1: What is geography like in your school? 1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives. In art Year 3 created an aerial map of a familiar journey. They had to create their own key and map symbols. This also linked in to the unit about Australia as they examined Aboriginal journey paintings before creating their own journey paintings. For RE Year 4 researched the flag, saints, landmarks and traditions of the different countries within the United Kingdom. 18
  • 18. Section 1: What is geography like in your school? 1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives. Eco-council board with information on how to improve the environment and schemes they are running. Suggestion box for all pupils to enter their suggestions to improve the school and surrounding area. As part of the Year 6 Mountain unit of work, the children created a mountain project as part of their homework. The children had to create their own enquiry questions, conduct their own research and present their findings in their own way. The geography projects always have an excellent response from the children. They work hard to create an interesting piece of work that they are proud of. 19
  • 19. Section 1: What is geography like in your school? 1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives. Pupil survey about Geography. Some children’s thoughts about the subject. The survey found that there is a high level of enjoyment in the subject of geography. 100% of KS1 pupils enjoy geography and 80% of KS2 pupils enjoy geography. The next step is to focus on how we can alter that 20% of children not enjoying geography in geography in KS2 the children 80% of pupils enjoy KS2. For instance suggested more group work in upper KS2. “My favourite activity is making my own maps” Year 3 “I enjoy geography lessons because they are fun.” Lizzie, Year 2 My best lesson was when we made an oxbow lake out of ourselves. It really helped me remember.” Year 5 “The best lesson I ever had was outside, searching to find the different animals that live near Audley” Year 5 “It’s good because you get to learn about the world” Year 1 “The lessons are really interactive which makes them fun.” Tom, Year 6 “My favourite is learning differences between different countries and cultures” Year 3 “My favourite part is looking at maps because they are interesting.” Year 2 “I enjoy geography because I love researching maps and atlases” Year 4 20
  • 20. Section 2: How effective is subject leadership and management? 2a: There is a ‘vision’ for geography that is helping to shape the way that the subject is taught. This vision informs the geography policy and guides the writing of schemes of work based on the NC. It has the clear support of HT and SLT. Audley Geography Policy 21
  • 21. Section 2: How effective is subject leadership and management? 2a: There is a ‘vision’ for geography that is helping to shape the way that the subject is taught. This vision informs the geography policy and guides the writing of schemes of work based on the NC. It has the clear support of HT and SLT. Audley Geography Policy 22
  • 22. Section 2: How effective is subject leadership and management? 2a: There is a ‘vision’ for geography that is helping to shape the way that the subject is taught. This vision informs the geography policy and guides the writing of schemes of work based on the NC. It has the clear support of HT and SLT. Audley Geography Policy 23
  • 23. Section 2: How effective is subject leadership and management? 2a: There is a ‘vision’ for geography that is helping to shape the way that the subject is taught. This vision informs the geography policy and guides the writing of schemes of work based on the NC. It has the clear support of HT and SLT. Audley Geography Policy 24
  • 24. Section 2: How effective is subject leadership and management? 2a: There is a ‘vision’ for geography that is helping to shape the way that the subject is taught. This vision informs the geography policy and guides the writing of schemes of work based on the NC. It has the clear support of HT and SLT. Geography Curriculum Overview 2010/11 – 2011/12 This was the curriculum overview for a number of years. It relied on the LCP schemes of work for most of the units. Although this provided complete curriculum coverage it did not allow the teacher’s the opportunity to create their own schemes and resources. The coordinator and Head Teacher decided to move away from the LCP units and to use a wider range of planning resources. 25
  • 25. Section 2: How effective is subject leadership and management? 2a: There is a ‘vision’ for geography that is helping to shape the way that the subject is taught. This vision informs the geography policy and guides the writing of schemes of work based on the NC. It has the clear support of HT and SLT. Humanities Curriculum Overview 2012/13 This is the new humanities overview created to start in September 2012. This overview gives teacher’s an amount of freedom to create and use their own resources. By alternating History and Geography, teachers have more time to explore and explore deeper into the humanities subject for that half term. Teacher’s have built their other units around these so that they can use cross-curricular links to provide even more humanities learning opportunities. 26
  • 26. Section 2: How effective is subject leadership and management? 2a: There is a ‘vision’ for geography that is helping to shape the way that the subject is taught. This vision informs the geography policy and guides the writing of schemes of work based on the NC. It has the clear support of HT and SLT. Unit overview with NC LINKS 27
  • 27. Section 2: How effective is subject leadership and management? 2b: The subject leader formulates clear and relevant development targets to guide teaching in the school. Subject monitoring is focused on ensuring curriculum provision has a clear impact on pupil progress, identifies the professional development needs of staff, supports transition within and beyond the school and ensures adequate resources are available for geography. The subject coordinator completes a one year action plan at the beginning of the academic year. The coordinator then works to fulfil the targets set. This provides a framework and timescale for the coordinator to work towards. 28
  • 28. Section 2: How effective is subject leadership and management? 2b: The subject leader formulates clear and relevant development targets to guide teaching in the school. Subject monitoring is focused on ensuring curriculum provision has a clear impact on pupil progress, identifies the professional development needs of staff, supports transition within and beyond the school and ensures adequate resources are available for geography. Comments from work scrutiny undertaken by the coordinator to understand what geography is taking place at Audley. This provides the opportunity for the coordinator to determine if any support and guidance is needed by teachers. 29
  • 29. Medium Term Plans Year Group: Year 2 Unit: Island Home 30
  • 30. Medium Term Plans Year Group: Year 2 Unit: Island Home 31
  • 31. Medium Term Plans Year Group: Year 2 Unit: Island Home 32
  • 32. Medium Term Plans Year Group: Year 2 Unit: Island Home 33
  • 33. Medium Term Plans Year Group: Year 2 Unit: Island Home 34
  • 34. Medium Term Plans Year Group: Year 2 Unit: Island Home 35
  • 35. Medium Term Plans Year Group: Year 3 Unit: Weather Around the World 36
  • 36. Medium Term Plans Year Group: Year 3 Unit: Weather Around the World 37
  • 37. Medium Term Plans Year Group: Year 3 Unit: Weather Around the World 38
  • 38. Medium Term Plans Year Group: Year 3 Unit: Weather Around the World 39
  • 39. Medium Term Plans Year Group: Year 3 Unit: Weather Around the World 40
  • 40. Medium Term Plans Year Group: Year 5 Unit: Rivers 41
  • 41. Medium Term Plans Year Group: Year 5 Unit: Rivers 42
  • 42. Medium Term Plans Year Group: Year 5 Unit: Rivers 43
  • 43. Medium Term Plans Year Group: Year 5 Unit: Rivers 44
  • 44. Medium Term Plans Year Group: Year 5 Unit: Rivers 45
  • 45. Medium Term Plans Year Group: Year 5 Unit: Rivers 46
  • 46. Medium Term Plans Year Group: Year 5 Unit: Rivers 47
  • 47. Medium Term Plans Year Group: Year 5 Unit: Rivers 48
  • 48. Silver Action Plan 49
  • 49. Silver Action Plan 50
  • 50. Silver Action Plan 51
  • 51. Silver Action Plan 52
  • 52. Silver Action Plan 53
  • 53. Samples of Pupil Work Year Group: Year 1 Unit: Compare Local Area to Contrasting Locality Context: In Year 1 the children explored the African village called Soya in Kenya. The children learnt about the human and physical features of both areas as well as the life of a child living in Soyo. The children were introduced to human and child rights and the difference between a child’s right and a child’s want. The children used secondary resources to find out about the village and compare it to Caterham. Why it was chosen: This piece of work shows how the child has compared the human and physical features of two places from their own observations and by interpreting information given to them. It shows the emerging map making skills in Year 1. Pupil Outcomes: Child shows knowledge and understanding of local area and distant place. They are able to compare the human features of two contrasting localities. The child used their own observations of their local area and secondary information sources given to them by the teacher, such as Internet pages and information books. The child has demonstrated that they can compare the two places. The child is beginning to use geographical vocabulary. 54
  • 54. Samples of Pupil Work Year Group: Year 2 Unit: Island Home Context: The children in Year 2 have been comparing their local area to a contrasting area in the UK. The children discussed the different human and physical features between the two localities. They explored the difference between living in Caterham and living on a small island. The children built up their knowledge weekly before creating a poster encouraging tourists to visit the Isle of Struay Why it was chosen: This work demonstrates the child’s knowledge about the place and their ability to write as though they have visited it first hand. The child shows a good understanding of simple geographical vocabulary. Pupil Outcomes: The child has described human and physical features of the Isle of Struay. They have noted similarities and differences between the island and their personal locality. They explain the activities tourists could do in the island environment. The child has completed the task using resources provided by the teacher. The child has successfully used simple geographical vocabulary. 55
  • 55. Samples of Pupil Work Year Group: Year 3 Unit: Australia Context: The children investigated different areas in Australia before focusing on a holiday destination there. They explored this through Internet research, atlases and discussion with people who had visited that place. The work developed learning about holiday locations from the previous unit of work ‘Weather Around the World’. This piece of work is of a child who chose to go on an outback adventure. Why it was chosen: This work shows the child understands the weather conditions of this place and can choose appropriate items he would need to take to be safe and protected there. It shows how the child reasoned his choices which were based on his research. Pupil Outcomes: The children explored the characteristics of different places. They used the information that was given to them by the teacher as well as their own research using the Internet. The children worked both independently and in groups to respond to questions about the environment of the place they had chosen to investigate. They were able to compare the human and physical features found in the distant place to their own locality. This helped them to identify the different items they would need if they visited that country. 56
  • 56. Samples of Pupil Work Year Group: Year 3 Unit: Continents of the World Why it was chosen: This work was chosen to show how the children can work as a group to further their knowledge and understanding of the continents of the world. This work demonstrates the excellent teamwork and communication the children engaged in to produce an exciting piece of work. The piece of work shows the use of independent research using ICT by the children. Pupil Outcomes: The children have compared the physical features between different continents such as mountains and rivers. The children created their own line of enquiry to complete the work as a group. The children selected information from resources provided by the teacher and their own Internet research. The children used developing geographical vocabulary to search for information and write down their findings, such as mountain, continent and river. Context: The children researched different landmarks and information about the seven continents of the world. The children worked in groups to create a world map distinctly showing the seven continents and information about these. The children worked in groups to explore the different continents. They had suggestions from the teacher but most of the information researched and used was chosen by the children. 57
  • 57. Samples of Pupil Work Year Group: Year 5 Unit: Rivers Context: For this unit of work the children have learnt the different processes of a river and how these affect the environment surrounding a river. The children have learnt about rivers in both the UK and distant places such as Egypt and India. The children explored the parts f the water cycle which linked to their science unit ‘Changing State’. Why it was chosen: This piece clearly shows the culmination of the child’s research about a particular feature of rivers. It shows how a child as independently created an information paragraph using advanced geographical vocabulary. Pupil Outcomes: The child has developed a wide range of knowledge and understanding about the physical processes of a river and how these can impact on the surrounding area and people living nearby. They have examined rivers in England and rivers in distant places such as Egypt. The child is using a wide range of appropriate geographical vocabulary in their work. 58
  • 58. Samples of Pupil Work Year Group: Year 6 Unit: Mountains Context: Children in Year 6 have been studying the mountain environment. They had to conduct their own research via search engines, information books and atlases. During the unit the children had to create a variety of set pieces of work such as a diary entry, a tourist leaflet and a fact file. This culminated in a project to focus on one mountain. Why it was chosen: This piece demonstrates how children work independently in Year 6. Children can then choose their own way to present their work. This child researched the Himalayas, focusing particularly on Mount Everest and created a model with labels. Pupil Outcomes: The children developed their knowledge of mountain environments in different parts of the world. The children described the physical features of mountains. The children created their own enquiry questions to answer through secondary research. 59