Pgqm final presentation


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Pgqm final presentation

  1. 1. 1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience Year 4 samples of work from A River Cruise topic. This was a pupil’s recordings of what he already knew about rivers and what he’d like to find out at the start of the topic. All teachers use this as a way of informing their planning to ensure the learning is pitched at the correct level for the class. Section 1: What is geography like in our school?
  2. 2. Pupils should be taught the Knowledge, skills and understanding through the study of water and its effects on landscapes and people, including the physical features of rivers. Pupils should be taught to recognise some physical and human processes for example, river erosion. In developing geograhical skills pupils should be taught: to use appropriate geographical vocabulary and to use secondary sources of information I I found it interesting finding out about the different stages of a river. This pupil is becoming confident with the technical vocabulary associated with Rivers.
  3. 3. To draw plans and maps at a range of scales. Pupils should be taught the knowledge, skills and understanding through the study of water and its effects on landscapes and people, I had to follow instructions to plot onto this co-ordinates grid Carrying out this experiment helped me understand the process of the water cycle
  4. 4. I understand these processes so much more after doing this experiment. I could actually see all 3 processes and remember them In undertaking geographical enquiry, pupils should be taught to: analyse evidence and draw conclusions. In developing geographical skills, pupils should be taught to to use appropriate geographical vocabulary. Pupils should be taught the knowledge, skills and understanding through the study of water and its effects on landscapes and people, including the physical features of rivers and the processes of erosion and deposition that affect them This pupil is learning to analyse and understand what is happening in these physical processes. He was enthused when he explained them to me!
  5. 5. I used knowledge learned from the experiment to spot erosion . Transportation had occurred further down the river where it was more narrow. I could easily see evidence of deposition. in t The islands in the river slows the water up because it has to go around it. In undertaking geographical enquiry, pupils should be taught to ask geographical questions , collect and record evidence, analyse evidence and draw conclusions. In developing geographical skills, pupils should be taught : to use appropriate geographical vocabulary, to use appropriate fieldwork techniques. Pupils should be taught to: recognise and explain patterns made by individual physical and human features in the environment and recognise some physical and human processes. Pupils from Foundation stage to Year 6 all carry out field sketches when on a geographical visit.
  6. 6. We used metre sticks to measure the depth of the river and tape measures to measure the width of the river at various points. Velocity is how many metres per second the water flows. The quickest was 0.74m/sec which links in with my field sketch. In their studies of localities and themes pupils should carry out fieldwork investigations outside the classroom.
  7. 7. Class 4’s Spring topic in 2010 was ‘A River Cruise.’ They spent an exciting day studying the features of a local river. The width of the river was measured at various points along the river. These measurements were plotted on the river plan. Children completing a field sketch of the river. They were told to think carefully about the vocabulary they would use to annotate their plans. depth meander velocity transportation bank erosion deposition flow All staff at Furneux Pelham School value field work and embrace all opportunities to get outside and ‘do geography’ with their classes. Why do it? Children remember far more information when it is hands on. It makes it real!
  8. 8. The river study was brought to a close with a mini beast hunt. The children used key indicators to try and identify them. I found a bug on the banks of the river. It is small and black. I couldn’t find it’s characteristics on the sheet we were given so I’m not sure what it was!
  9. 9. Children in Class 1 learn about the shapes of features via 3D map work. Extracts from displays to show progress achieved Suggested geographical skills/knowledge and other activities to be taught during China week : Class 2 Class 4 Class 1 Class 1 Class 2 Class 3 Class 4 Class 5 What comes from/ made in China? – find objects at home. Where is China? (continents of the world) Look at contrasting photographs of China eg city vs village and compare Animals from China Chinese counting book on animals (Enchanted Learning) Invention of the Kite. Olympic game characters Where is China? (continents of the world) Find Beijing and main rivers. Flag and importance of No. 5 Farming in China – compare with UK Directional language using map of Beijing or China Silkworm Invention of Silk. Where is China? Which countries border it? Find Beijing, main rivers and some other cities. Compass directions using map of China. Climate. History of the Olympic Games Invention of the Compass. Where is China? Which countries border it? Find Beijing, main rivers and some other cities. Scale work – distance between cities etc. Use different scales. Grid references using map of Beijing. Uses and features of the major rivers. Emperor and the terracotta army (make replicas?) Invention of Paper. Where is China? Which countries border it? Find Beijing, main rivers and some other cities. Locate deserts and mountains – compare. Sustainability – bio fuels. Effect of deforestation and pollution (see Ashden Award films) Similarities & differences b/w China and the UK The Great Wall of China Foot binding debate. Invention of the Umbrella.
  10. 10. 1b Assessment is seen as an essential tool in planning learning and monitoring pupil progress Pre-planning of Papa Westray topic: the children were asked to write on a slip of paper what they already felt they knew about this small Scottish island. They were then asked to think about what they would like to find out. As their questions were answered through the term these were recorded at the top of our ‘learning tree.’
  11. 11. I learned how to find places on a map using coordinates, how to draw symbols for features in a key, how to follow a route on a map and where the Isle of Coll and the countries of the UK are on a map. I used lots of different words in the topic like beach, pier, jetty, mountains, loch and peat. Pupils were asked to record with pictures and words what they already knew about our village for our local studies topic. Year 2 pupil recording some of the geographical learning he experienced during the topic ‘Fantasy Island’. What have I learned in Geography this term? Pupils in Class 2 are asked to explain what geographical knowledge and skills they have learned at the end of a topic.
  12. 12. Assessment of work completed during one of our Topic Weeks. Teachers assess where they feel the core of their class are at the end of each term and place these levels on a foundation subject assessment form. Pupils exceeding or not reaching this level are also identified. This then follows the class through each year .
  13. 13. Class 5’s assessed work on Coasts (2009) to give pupils an indication of their achievements. This pupil is confident when describing the physical and human features of the coast. This pupil has shown through her work that she understands the physical processes of erosion and the effect on our coasts. With the use of tickled pink and green for growth we will be able to suggest to pupils the next step in their learning and geographical understanding.
  14. 14. 1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography. Wow! I spy a waterfall in their garden. Class 2 (Yr 1&2) children went on a short journey as part of our Take One Picture project, studying the painting Tobias and the Angel. We wanted to spot as many different features on the journey and to think about the differences in landscape and land use. We would then compare our journey with the one made by Tobias.
  15. 15. Once back in the classroom we studied the route on an ordnance survey map and then plotted the different features that they had noticed on their journey. They were confident at following routes on a map and making their own simple maps. They noticed a lot of features on our journey and could remember these – sharing their preferences with the class. Look at that tunnel of trees ahead – it looks exciting! There are no houses here – it’s all open and you can see a long way ahead. I can see trees and mud and fields This is a man made feature but it’s made from something natural – wood.
  16. 16. To kick start the Spring Term’s topic on the history of the locality Class 5 took part in the Frederick Soddy Trust’s ‘Go the Extra Mile’ competition. They walked for a mile in various directions from school, taking note of the surroundings, land use and features. They then compiled detailed maps to show their journey and their thoughts on their local environment . Don’t forget to add the oak tree and the road sign by the side of the house opposite. Drawing their observations onto a self drawn map of their route. Lots of geographical enquiry as pupils consider how land is used and possible improvements that could be made.
  17. 17. The school benefited from having these on display at school and we were delighted that one of our pupils won the competition. We were able to celebrate this achievement as a whole school. I think it is good to have so many fields around here. Lots of different crops can be grown for food. The hedgerows provide a good habitat for birds and small mammals.
  18. 18. Year 5 and 6 pupils show their skills at making their own maps with clear annotations and keys
  19. 19. The winning entry – displaying careful observation and enquiry whilst promoting a good level of map skills. A keen geographer in the making! Emma proudly shows off her prize to the Head Teacher and school.
  20. 20. Pupils carrying out activities on tree identification and tree habitats during ‘Out and About’ week. Teaching letter and number co-ordinates linked to the Katie Morag stories and the Isle of Strauy on the IWB. The children were excited to try and locate Barnaby Bear using co-ordinates on a map of the Isle of Strauy.. It made it so much more real for them! You have to go along the bottom first, then up! Max is demonstrating how to find the position of Barnaby Bear on the map using co-ordinates. I wonder what bugs are going to be here?
  21. 21. Class 1 sharing their views about the school environment. Map work is introduced to Foundation Stage pupils with the use of aerial photographs Pupils help to create a pictogram to show how they travel to school I travel to school by car because it is too far to walk.
  22. 22. Pupils in Class 4 referred to a website on world weather to compare the annual rainfall in Dublin and in London. (Europe Week 2009) Pupils in Class 5 used the internet to research plants suitable to go in our new pond. They then used this information to produce an Excel spreadsheet to display this information clearly. (Designing a Pond topic 2010)
  23. 23. 1d: Geography is seen as a key subject to engage creative and critical thinking about `people & place’, local and global change and possible futures. What’s in the News? Initiative introduced in 2010. All children have the opportunity to research a recent and topical news event, produce a report on it and then share their findings during an assembly .
  24. 24. Examples of articles written – children are asked to find news events which are geographical in nature. They are encouraged to be critical in thought and consider the impact both globally and at a local level. Work is centrally displayed in school with the location of world events clearly displayed. Holiday Challenge: During the Christmas break children were asked to look out of a window at home and draw what they could see. They were asked to pay attention to the different features they could see and think about how this view differs at other times of the year.
  25. 25. Clockwise from top: 1. Class 2 pupils having ‘thinking time’ to consider what it would be like to live on the Isle of Coll and the similarities and differences with living in Furneux Pelham; 2. Class 4 produced thought bubbles following role play to consider the effects of a village and home becoming flooded and 3. Group work in Class 2 to consider which animals might live in the 2 localities of Furneux Pelham and the Isle of Coll. Geography is engaging creative and critical thinking about `people & place’,
  26. 26. Class 4 children spent a term focusing on our old pond and how they would improve this area of the school grounds. They completed a lot of cross curricular work and had visits from gardeners and landscape gardeners to help with their ideas for pond development. The children enjoyed the fact that their ideas were taken into consideration in the final design of the pond and could see the improvement to the grounds that this made. The old pond was not interesting. It didn’t look nice. There were old brambles and stinging nettles and no one used it I thought stones would make it look effective. Emily’s pond has stones and it looks nice. Mrs Gravestock came in to talk to us about the design. She showed us side and aerial views and we devised our own key
  27. 27. 1e: Core geographical knowledge underpins children’s learning about the world. Each year to celebrate International Day of Languages, the whole school gets involved in Europe Week. Each class chooses a different European country to study in a creative and cross curricular way. The main focus is a geographical one, with many exciting activities planned throughout the week.
  28. 28. Some of the work undertaken by various age groups during Europe Week to show that geographical knowledge underpins their learning about the world.
  29. 29. We discovered lots of chinese artefacts at home. We also found out that lots of our things are made in China We enjoyed learning about China and its features. We learned how different it was to our country
  30. 30. 1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives Class 2 helped to create this display of the Isle of Strauy. This reinforced their knowledge of some of the island’s features whilst providing a valuable tool for geographical work such as following routes, devising keys and comparing two localities . It also provided the opportunity to develop some of their creative and artistic skills . In art we explored manipulating paper to create our own papier mache island. These were then used to help us understand how to use letter/number coordinates to locate features on a map.
  31. 31. Using our knowledge about the differences between our own locality and that of the Isle of Coll we wrote postcards using 2Publish + software. Pupils had to include information about what we might see or hear on the island. Whilst comparing the wildlife found on the Isle of Coll with that found in our own locality the children had to investigate as a group, where certain animals might be found. This involved displaying their findings as a Venn Diagram, reinforcing their data handling work in numeracy, as well as providing great opportunities to develop their thinking and reasoning skills in a group situation. Posters and postcards on display. The children really enjoyed creating these Clay tiles made in response to finding out about the wildlife on the island.
  32. 32. This shelter is made from snow and wood. The snow insulates the shelter and keeps you warm. As part of a Mountains topic, the teacher brought in art and poetry whilst studying the different forms of mountains to create a very eye- catching display. Class 5 pupils design and make shelters for mountain dwellers – they had to take into consideration the specific terrain and climate where their shelter would be built. Pupils compare temperatures in different mountain ranges in numeracy. Pupils produce information texts on different types of mountains in Literacy
  33. 33. Section 2: Leadership and Management During the last few years a Vision Statement has evolved. This was written last year and shared with staff. Through Geography, children at Furneux Pelham School will have an understanding of the earth, the physical processes that shape it and the impact that this has on people and places. They will be eager to explore their own and other peoples’ countries and cultures through observing and interpreting information about these environments. .
  34. 34. Pupil voice is seen as a very important tool by the subject leader in developing the subject further. See appendix no. Since achieving the PGQM award in 2008 at Bronze Furneux Pelham has come a long way in the teaching of Geography. CPD in map skills has ensured all staff are more confident with this important part of geography teaching. There is a clear progression in the teaching of map skills and staff have recently mapped out when they will be teaching these to ensure coverage and progression can take place. Digital mapping is being used in all classes by staff and pupils. They are familiar with this and the impact on pupils learning has been dramatic. We are extremely proud of one of our pupil’s recent success in winning a national competition ‘Go the Extra Mile’. This has meant we will have extra funds to spend on geography next year, an achievement we have celebrated within our school community. Geography is more respected as a subject in its own right and is taught as a discrete subject as well as making good cross curricular links. As a staff we are more able to focus on geographical appreciation and not just a cultural one when studying other countries. 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 the HT and SLT
  35. 35. A whole school initiative – Art in the Environment 2010. To coincide with National Grounds Day we decided to celebrate our school grounds by turning them into an art gallery for the day. Each class were responsible for various art displays. We invited parents in to view our work which had been inspired by the outdoors .
  36. 36. We are more focused on using our school grounds and local area as a learning resource both in Geography and other subjects. Class 1 & 2 pupils use Barnaby Bear to help find out about their local area. A whole school challenge to design and make a scarecrow. This was soon after the completion of a new classroom to our school. The grounds had been a little disrupted and the grounds men had recently re-seeded part of the field. We needed some help to protect the ground from the birds. All entries were erected outside and the children could see the importance of looking after our school environment. Pupils hunting for Barnaby Bear in the village.
  37. 37. 2b Clear and relevant development targets guide teaching in the school and subject monitoring is focused on ensuring that the provision has a clear impact on the progress pupils make, identifies the professional development needs of staff, supports transition within and beyond the school and ensures adequate resources are available for geography. A Guidance Booklet for Geography is in the process of being produced. This will contain the agreed actions for the teaching of Geography at our school. This is linked to the policy and will ensure that the teaching and learning of this subject is consistent throughout all classes. CPD was provided in 2009 on developing map skills and in 2010 on Using the School Grounds in a Cross-Curricular Way. The Subject Leader has also attended courses on Using the School Grounds and Developing Gardening. Pupil interviews take place on a regular basis to ascertain the impact on their learning. The pupils are generally enthused about the Geography teaching that takes place and definitely prefer the hands on approach! Pupils are more aware of the world around them due to the ‘What’s in the World?’ scheme. They are able to see the effects both locally and globally and are able to empathise with a range of siuations. Staff know what they have to teach and will seek advice if unsure. They all teach according to geography - specific learning objectives and are very good at using the correct vocabulary. Pupils know when they are learning geography. A range of resources are centrally located and meetings take place between teachers at the end of the year to aid transition. The subject is monitored by the subject leader – planning and work sampling takes place to ensure that pupils are making progress.
  38. 38. The Next Steps.... 1 . To promote the issue of sustainability . I am keen to make links with other schools in the area who have already developed a Sustainable Education Curriculum and then create our own. I would like to initiate a project with the Eco Committee on decreasing the electricity consumption using the Optimal Monitoring software. On completion of these two things I would hope that all pupils will be more aware of the importance of making small changes in order to create a sustainable future. 2. Develop using the Outside Classroom. I would like to ensure that all pupils take full advantage of our new outside resource. I will work closely with the Science Subject Leader to develop this area further, providing weather recording equipment and pond dipping equipment so investigative work can take place. The growing of vegetables has begun in the raised beds this year and I would like to see this continue with all children having some involvement throughout the year. 3. Create progression books. Begin to collect examples of map work and other levelled pieces of Geography work from Reception to Year 6. I feel staff would benefit from having examples of high quality geography work to make reference to. This will help everyone to see the route of progression within certain areas of geography teaching.