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PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
PGQM - Leading the way
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PGQM - Leading the way


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Presentation used during my session at the Geographical Association Conference in Derby April, 2010.

Presentation used during my session at the Geographical Association Conference in Derby April, 2010.

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  • Brainstorm a list of distinctly geographical activities, approaches and skills. How does it compare to the above? What has been left off?
  • Transcript

    • 1. The PGQM
      the way
      inPrimary Geography
      The Geographical Association Conference
      Friday 9th April 2010
    • 2. The Geographical Association developed the Primary Geography Quality Mark to support subject leaders who want to develop, evaluate and gain recognition for the quality of their geography curriculum. Using examples of work that have been submitted by Quality Mark schools this session will focus on some of the key areas that show effective learning in geography.
    • 3. Key principles 
      identify and celebrate good geography
      provide a framework for subject leaders/coordinators to analyse the strengths and weaknesses of the geography curriculum
      improve for all pupils the quality of the educational experience through geography
      Hallam Primary School
    • 4. raise the profile of geography within the primary curriculum
      …and in particular its contribution to citizenship, sustainable development, global dimensions, cultural and social inclusion, using and understanding technology, and in imparting a wide range of skills.
      Methodist School, Wakefield
    • 5. Used in conjunction with the Audit Checklist the framework acts as a tool to help subject coordinators identify areas requiring development.
      The PGQM is underpinned by a self-assessment framework
      In your packs
    • 6. The framework is based on:
      The characteristics of geography in your school
      How well pupils enjoy & achieve
      The quality of provision
      Subject leadership and management
      Linked to the Ofsted Self Evaluation Form (SEF)
    • 7. A framework that guides you towardsachieving quality geography for all
      Taking action
    • 8. The PGQM self-assessment framework has been used by:
      School Leadership Teams who want to engage in a process of whole school supported self-review.
      Teachers who are new to the coordinating role and want help with developing geography in their school.
      Subject Leaders who want to lead their school through the process of applying for the Quality Mark.
    • 9. How the PGQMGeography
      your school
      can support you to enhance the quality of
    • 10. It provides a focus forall staff to work together on geography
      And perhaps on whole school issues:
      Community Cohesion
      An integrated curriculum with geography at the core
    • 11. Promotes Enjoymentof Geography
      Pupils are enthusiastic and enjoy their experience of geography
      Getting ready to ‘fly’ to Mexico
    • 12. Involvement enables you to discoverexcellent ideasfor teaching geography
      shared by other PGQM schools
    • 13. Encourages work in
      The Local Area
      especially fieldwork
      Year 3 Local Area topic: Footprints showing the street features of pupils’ journeys to school.
      Portway Junior School
      Evidence for C3a
    • 14. Views map-work and graphicacy as essential parts of geography
      Evidences for 1a & 3a
      Two Rivers Special School
    • 15. Supportsexcellence in geography across the curriculum
      Foundation Stage Austrey Primary School:
      Google Maps proved an excellent resource for showing the children a real river.
      They knew from their story, ‘The Journey’ , where and what the estuary was. Some noticed that the river got narrower. I used the words they had been using to sketch a map of a river.
      We discussed what the map might be showing, Katie said:
      It’s here, England
    • 16. Stream Building
      Armed with trowels we start to dig a stream for the Little Red Boat.
      ‘I didn’t know it was going to be this hard work!’
    • 17. Mushir and the Magic Rickshaw
      Evidence for C3d
      In pairs, pupils created a map of the main features of Kalpanagar & the Magic Rickshaw’ story was read. They thought carefully about the main character’s feelings throughout the story, adding emoticons to their Local Studies maps along with appropriate picture images.
      Promotes connected cross-curricular learning
      Finally they planned a musical composition to go with the story
    • 18. How could this stream move this tree? Why do the rocks near the water have no vegetation?
      Looking on the stream bed – what is it made up of? How and when does sediment move? This links to our work on rivers in year 6.
      What is an island? Discuss why this was a good setting for Swallows and Amazons. Why is this island in the lake?
      Making sense of the world through first hand experience
      Spatial awareness
      Making connections
      Creative & critical thinking
      Investigating issues
      Thornton Dale CE Primary School
    • 19. Seeks to developactiveandinformedfuture citizens
      No more relevant subject in the curriculum. David Bell
      The energy team at Eastchurch Primary School
    • 20. The PGQM password protected VLE holds documents, exemplar material and guidance.
      Available in full to all schools who register for the award and to all GA members.
      Contact for your individual username and password.
    • 21. Using the PGQM audit frameworkLeader or Manager?
      What underpins effective subject leadership?
      Use the audit document to choose 4 elements that you feel underpin effective subject leadership.
    • 22. My choices
      Having a vision
      Focusing on distinctly geographical activity & experience
      Recognising geographical achievement (knowledge, understanding & skills)
      Staff development
    • 23. "The very essence of leadership is that you have to have a vision. It's got to be a vision you articulate clearly and forcefully on every occasion."
      --Theodore Hesburgh, President of the University of Notre Dame
    • 24. Activity: Geography for the 21st Century
      Think about the content and form of geography in your classroom or school. How might you want to reshape this to make a curriculum fit for the 21st Century?
    • 25. This focus sheet, adapted by Ann Hamblen , is based on a matrix developed by Di Swift for the Valuing Places project – it should not be used commercially without the express permission of the GA :
    • 26. Quality Geography Is concerned withGeography for todayand not yesterday
      Geography that is:
      made to come alive for children
      builds on an understanding of children’s `everyday geographies’ and helps to enhance geographical imagination and thinking
      concerned with their lives, their futures, their world
    • 27. We are calling this Living Geography
      Often starts with local but is set in the context of the global (community)
      Concerned with how our world is changing and whether this will lead to a more sustainable future for ALL
    • 28. Living geography - starts with me in my community
      Who am I?
      Where do I come from?
      Who is my family?
      What is my ‘story’?
      Who are the people around me?
      Where do they come from? What is their ‘story’?
    • 29. … it is about how our identity is shaped by the geography that is all around us
      My place in the world:
      Where do I live?
      How does it look?
      How do I feel about it?
      Y5 Methodist J & I, Wakefield
    • 30. … about the changes we experience in our community and wider world
      My place in the world:
      Where do I live?
      How does it look?
      How do I feel about it?
      How is it changing?
      How do I want it to change?
      Oyster Park Junior School, Castleford
    • 31. ... and about the world we live in
      The Physical world:
      What is the world (and this place) made of?
      Why do things move?
      What becomes of things?
      The Human world:
      Who decides on who gets what, and why?
      What is fair?
      How do we handle differences of opinion?
    • 32.
      • Geography is ... a way of looking at the world that focuses our learning on what places and the environment are like, why they are important to us, how they are changing and how they might develop in the future.
      Simon Catling (2004) Primary Geography Handbook
    • 33. Geographical understanding is enhanced by:
      Fieldwork andoutdoor learning
      The use of: graphicacy, ICT, distinctive ways of usingmaps, atlases,diagrams, images, multimedia, digital mapping
      use of specific geographical vocabulary
      Activeenquiryskills which are applied to understanding place, space, scale, interdependence, physical & human processes, diversity, ESD
      Valuing own experience of spaceandplace.
      PGQM 3: The quality of provision
    • 34. Geographyis also a key subject:
      to engage creativeandcritical thinking about change (locally and globally) and possible futures.
      for understanding the worldtheir social/ environmental responsibilityand their place in it.
      for underpinning Global Citizenship
    • 35. Achievingrecognitionfor QualityGeography
    • 36. 2 ways to become involved
      If you are a GA member use the Audit Checklist and Self Evaluation Assessment documents to identify aspects of geography that require further work; create an action plan and develop these action points independently of the award process
      Register to be assessed for the award and achieve validated Primary Geography Quality Mark status at bronze, silver or gold level.
    • 37. If you decide to apply for the award – which level should you aim for?
    • 38. Which level of the award should we apply for?
      Your school will have a small, but core, group of people committed to teaching geography well. This group has an enthusiastic subject leader who is keen to raise the profile of primary geography and to share this enthusiasm with pupils, colleagues and governors. At the heart of this development will be the feeling that a geographical way of thinking about the world is both fun and essential learning for living in the world today.
    • 39. Which level of the award should we apply for?
      There is a whole school commitment to teaching geography well and to the ongoing development of subject understanding. Playing a leading role is a subject leader who has actively led geography for at least the last two years and had a significant impact on the development of the geography curriculum. The majority of staff and children are enthusiastic about geographical learning, and there is a strong sense that geography has become embedded in the curriculum across the school.
    • 40. Which level of the award should we apply for?
      Geography is well embedded across the school and has been the focus for active development for at least the three years prior to the PGQM submission. The school’s expertise is making a contribution to the development of geography in other primary schools. The school leadership team and governors support an application for the Gold award to celebrate the schools status as a Centre of Excellence’.
    • 41. In conjunction with the above statements, you need to read the PGQM framework ( ) which sets out in detail the quality of the geography experience at each level.
      GA members are entitled to access this password protected site with a password to access this site – please contact Julie Beattie:
    • 42. If you decide to register and apply for the award
      Completion of the PGQM Application Form (based on the self-evaluation criteria) is the basis of your submission for the award. You will also be asked to provide evidence of pupil work, planning and other relevant school information.
    • 43. When completing your application you will need to think about ... your audience
      the AUDIENCE for the application is the GA appointed school moderator (someone who is passionate about primary geography)
      … and
    • 44. … your PURPOSEis to:
      celebrate the characteristics of geography in your school
      show how effectively children learn geography and whether they enjoy their learning
      communicate how you provide for quality learning in geography and whether your provision is having an impact on children as learners
      demonstrate how effectively the subject is led and managed
    • 45. If you are interested in finding out more about the PGQM
      Contact for further details.
      or go online at to register your interest.
      For professional advice contact Wendy North
    • 46. Other websites:
      CPD Unit: `Subject leadership in the primary phase’
      Everyday Geographies (my personal blog – I’ll add the 9 number grid activity here)
    • 47. Further support?
      If you want to continue to develop geography why not join the Primary Geography Champions Network :