Pgqm silver application may 2016

Primary Geography Quality Mark
Silver Application May 2016
Appley Bridge All Saints CE Primary
School

A1-Knowledge A2-Skills
A3-Attitudes
and Values
T1-Knowledge
B1-Knowledge
L1-Knowledge L2-Skills
B2-Skills
T2-Skills
T3-Attitudes
and Values
B3-Attitudes
and Values
L3-Attitudes
and Values

Section 1: Supporting Achievement & Outcomes - How
effective is geography in your school?
A comprehensive curriculum is in place for
Geography at Appley Bridge All Saints.
Throughout KS1 and KS2 there is clear
progression in attainment and achievement in
children’s locational knowledge and
understanding.
From the EYFS to Year 2 the children cover
topics based on their immediate locality
through to learning about the continents and
oceans of the world, and hot and cold
countries.
A1 Knowledge: Pupils have good
knowledge, appropriate for their age, of
where places are and what they are like.
E.g. places and contrasting localities at
relevant scales of enquiry,
UK - global.
The hot countries are by the equator and the cold countries and are not near the
equator.
Year 1 children investigated hot and cold parts of the world in their topic about Penguins, Possums and Pigs. The children used maps of the
worlds, globes and atlases to identify the hot and cold parts. The children then labelled their maps of the world. This activity enabled the
children to participate in independent research whilst also developing their global locational knowledge.(A1, A2, A3, T1, T2, B2, L1, L2, L3)

UK - global.
In KS2 children engage in enquiry based
activities which deepen their locational
knowledge. Topics covered in KS2 look at the
continents of the world in more depth as well
as specific regions of the UK, Europe, America
and Asia, and contrasting localities.
Year 4 children studied Manchester as a contrasting
locality to Appley Bridge. Following a fieldtrip to
Manchester the children compared what they had
found. Here a child has written a description of the
differences in the localities.
During the field trip and afterwards the pupils were
able to talk about physical and human features of each
locality and were able to compare and contrast the
similarities and differences.
(A1, A2, A3, T1, T2, T3, B1, B2, L1, L2)

UK - global.
Year 6 children learnt about world biomes during a topic on ‘Survival’.
Children applied their enquiry skills to investigate various biomes and how
their physical geography differed to each other. The children identified the
biomes on a map of the world; investigated the plants and animals in each
habitat including how they were adapted to suit their environment, and
used live weather data to add further detail to their research.
(A1, A2, A3, T1, T2, T3, B1, B2, L1, L2)

A2 Skills: Geographical enquiry and skills:
fieldwork, mapwork, critical thinking and
the use of ICT; are used to support
achievement in geography.
Fieldwork is a key component of the
Geography curriculum at Appley Bridge All
Saints. Learning Outside the Classroom has
been a priority on our School Improvement
Plan this year. As such ,plentiful opportunities
are planned across the curriculum, but
especially in Geography, to support and
enhance learning. Prior to, during and
following fieldwork activities the children
across KS1 and KS2 make good use of ICT to
support their learning.
For example, Digimaps is used in both KS1 and
KS2 to create and annotate maps. Cameras and
I pads are used to record images and Google
Maps to find aerial images. PowerPoint is used
to collate information.
Year 1 investigating the bluebells in Fairy Glen as part of work on
Science and Geography.
Year 2 visit to Martin Mere to support their work on the
continents.

Year 3 Stone Age
Day.
Year 4 Rivers
Investigation.

Year 5 using the
school grounds for
Orienteering.
Year 6 residential to
Tower Wood,
Windermere.

As part of their topic on the
Locality Year 2 went on an
‘Epic’ walk. During the fieldtrip
the children followed
directions set by the teacher
and took photographs of key
physical and human features
on their route.
On return to school the
children created a PowerPoint
to collate the information
gathered during their fieldtrip.
See appendix on disc for the
full PowerPoint which includes
sound clips.
(A1, A2, A3, T1, T2, T3, B1, B2,
L1, L2)

A2 Skills: Geographical
enquiry and skills:
fieldwork, mapwork,
critical thinking and the
use of ICT; are used to
support achievement in
geography.
As part of their topic on North America the Year 5 pupils focussed and
developed their map skills further by learning about longitude,
latitude and contours.
Here is an example of a child’s explanation of longitude and latitude.
The other photographs show how pupils created contours of maps
then built this up further to create their own topographical maps.
Both of these activities helped the children to develop their
understanding of maps at a deeper level and also gain an
understanding about different types and purposes of maps.
(A1, A2, A3, T1, T2, T3, B1, B2, L1, L2)

A2 Skills: Geographical
enquiry and skills: fieldwork,
mapwork, critical thinking
and the use of ICT; are used
to support achievement in
geography.
Year 6 have studied the Locality. As part of their work on this topic they too completed fieldwork
around Appley Bridge. In contrast to Year 2 the children had a more detailed set of directions to
follow which guided them around the planned route. The children had to also make used of four
and six figure grid references to locate points along the route at which to complete field sketches
and take photographs as well as identifying the position of human and physical features.
On return to school the children used their fieldwork notes and images in order to annotate a
map of Appley Bridge. They added images taken during the fieldwork as well as aerial photos
taken from Google Earth and plotted the correct grid references. This activity helped develop the
children's locational knowledge of the locality at a much deeper level and prepared them for
future work in which they created their own maps. See slide 21 in PPT for an example.
(A1, A2, A3, T1, T2, T3, B1, B2, L1, L2)

A3 Attitudes & Values: Pupils' positive attitudes towards geography support progress within and
between stages of learning. E.g. to the next year group, key stage, school.
Pupils’ attitudes towards Geography at Appley Bridge All Saints is extremely positive. When asked, pupils talk
enthusiastically about the subject and can talk about the topics they have studied and the places which they have
learnt about. Pupils use subject specific vocabulary well and have pride in their work. (A1, A2, A3, T1, T2, T3, B1, B2,
B3, L1, L2, L3)
Our pirate trail was fun. I
liked following directions.
We didn’t find any treasure
but we did find chocolate
coins! Isaac Y1
We really enjoyed
Blackpool Zoo and
Williamson Park.
Matthew and Isaac Y1
I liked learning about the
places in the local area.
Martha Y2.
We also gave people
directions like left, right,
backwards and forwards and
¼, ½ and full turn clockwise
and anti-clockwise. Matthew
Y1
We’ve been learning
about the weather.
We’ve watched weather
forecasts and done our
own forecasts. We
filmed them-it was fun!
Rose Y2
Our walk to the park was
brilliant. We had to find
where we were on the
map and where we
needed to go next. Rose
Y2
I enjoy learning about
countries and maps and
finding the capital cities. I
love finding out all of the
facts. Cameron Y3
We created keys on
maps of Appley
Bridge and located
where human and
physical features
were including
school and some
people’s homes.
Cameron Y3
We have looked at where Appley Bridge is
on a map of the UK. We looked at this area
and its history. We compared a map on
Digimaps from 1880 to now. I found out my
house wasn’t there but there was a building
in the same place. There have been many
changes in the area in that time. Daniel Y3

During our Anglo-
Saxon topic I enjoyed
studying old maps and
finding out where the
people originated
from. Jack Y5
I enjoyed finding the River
Douglas on Digimaps. We found
it is a tributary into the Ribble
which is a tributary of the
Mersey. Ruby Y4
I like looking at landscapes
and exploring places.
Matthew Y4
I enjoyed our Canada topic. It was
fun! I love mapwork like finding
where countries are and marking
them and their boundaries on the
map. Joe Y5
We enjoyed creating contours
during our Canada topic. We
practised first then made
contours of the Rocky
Mountains. Joe and Jack Y5
Geography is my favourite
subject. I like learning about
places and facts about the
countries. Thomas Y6
I love being able to read maps.
When we were at Tower Wood it
was great fun using the maps,
compasses and GPS to find the
bearings. Isobel Y6
We have learnt about World
Biomes and identified
where different biomes
were on a map. We used
our maths skills to create
weather graphs. Isobel Y6
We have learnt about grid
references and used this
on our trip to Southport.
We have also done
Geography in World Faith
week when we learnt
about Diwali and during
our topic on the Vikings. A
Viking-Hrothgar came to
visit us and we learnt why
Britain was a good place to
invade. Thomas Y6

As a result of our whole school focus on Learning Outside the Classroom, fieldwork activities this year have been
used more frequently and to better enhance learning. Pupils take part in fieldwork activities with enthusiasm and
produce fantastic follow up work as a result of this stimulus. (A1, A2, A3, T1, T2, T3, B1, B2, B3, L1, L2, L3)
Year 1 enjoying their trip to Blackpool Zoo as part
of their work on Hot and Cold countries and
animals that live there.
Year 3 Stone Age Day. During the
course of the day the class spent time
in ‘Fairy Glen’ which is located nearby
school. The children investigated the
physical features of the area and
learnt about the plants in the
surroundings. They linked this work
with their History and even built
campfires and cooked food foraged in
the area.
Year 4 visited Global
Renewables in Leyland. They
learnt all about the
environmental impact of the
waste we each produce and
what happens to that waste
once it leaves our houses.
The children completed
follow up work in school on
how wasteful we have
become as a society over the
past few decades.
Year 6 Residential to Tower Wood, Windermere.
During the residential the children climbed Loughrigg
fell. They used bearings set in a GPS system to navigate
the route using compasses and OS maps.

In addition to Geography completed in curriculum time, KS2 pupils regularly take part in Geography themed activities
during our KS2 Choice. Choice is held 1 hour weekly and is designed as an hour of enrichment. Pupils across KS2 are
mixed together and select activities which they would like to participate in. Over the past year up to 60 children from
KS2 have taken part in Den Building and Around the World. During the Den Building activities a volunteer from a local
outdoors centre came and worked alongside the children. Around the world focussed on pupils enquiry skills and
investigations of other places and cultures from around the world which they were interested in, pupils and staff were
also encouraged to place pins/labels on a world map of places they had visited. (A1, A2, A3, T1, T2, T3, B1, B2, B3, L1,
L2, L3)

At Appley Bridge All Saints we have a comprehensive curriculum which is designed using a thematic approach. This
curriculum has been adapted and personalised to suit the needs of all pupils and the locality of our school in order to
make best use of the setting and resources available to us. To complement this curriculum all staff make use of Key
Learning Indicators which plot children’s progression in Geography accurately. At the end of each unit of work teachers
make an assessment based on the Key Learning Indicators which is , on transition between year groups, passed on to
the next teacher. See full document in appendix. (A1, A2, A3, T1, T2, T3, B1, B2, B3, L1, L2, L3)
Transition between our school and the local High School is strong. Shevington High School have an excellent Primary
Partnership group of which we are part. Regular meetings throughout the year ensure that transfer of information is
smooth. In addition, the High School provided specialist day experiences for our primary pupils and this year have
begun on a teacher buddy system whereby both secondary and primary colleagues watch each other teach in order to
develop teaching and learning further. (A3, T1, T2, T3, L1, L2, L3)
Example of Key Learning Indicators.

Section 2: Supporting Teaching, Learning & Assessment -
How effective is the teaching of geography in your school?
T1 Knowledge: Teaching is
underpinned by good subject
knowledge. The teaching of core
geographical knowledge underpins
children’s learning about the world.
Teaching of Geography across the school at Appley Bridge All Saints is good.
Our comprehensive curriculum is well thought out and engaging for pupils.
We make best use of resources at our disposal in order to enhance children’s
learning.
Clear progression can be seen in children’s work throughout school in terms
of their Geography skills. For example, the following images show how map
skills have developed from EYFS through to the end of KS2. (A1, A2, A3, T1,
T2, T3, B3 L1, L2, L3)
This map produced by a child in the EYFS
shows his journey to school. He explained
to his key worker that the line is the path
he walks along. The large building in the
middle of the image is school.
This child is starting to develop an
awareness of places in relation to one
another and the idea of a map.

During a unit on
houses and homes
the children in year
1 created their own
alternative Red
Riding Hood Stories.
Following on from
this in Geography
each child drew a
map showing the
route Red Riding
Hood took in their
alternative story.
This child has a
growing
understanding of
the purpose of
maps. They have
included physical
and human features
but yet to develop
an understanding of
bird’s eye view.

Following on from their fieldwork in the Local Area Year 2 children drew their
own maps of the locality. Here Teegan has created her map which includes the
main human features in the area and a useful key for identifying features on
the map. She shows a developing understanding of the positioning of different
roads and features in the locality and as well as some understanding of an
aerial viewpoint.

Following on from their fieldwork in the Local Area Year 6
children created their own sketch maps of the locality.
They included keys, making use of Ordnance Survey
symbols, and showed great accuracy in the scale of their
maps. The maps included all physical features of the
locality and the majority of human features. When
compared to an OS map of the locality you can see the
accuracy of the sketch map in terms of scale, positioning
of features and symbols used on the map.

T2 Skills: Teachers apply their skills
through effective pedagogy and
'curriculum - making' to provide
relevant and effective content.
As part of Reception’s work on traditional tales the class teacher set up a trail for
pupils to follow to find Jack’s Beanstalk. Here you can see the pupils taking part in
the trail. (A1, A2, A3, T1, T2, B2, B3, L1, L2, L3)

When the Reception class dinosaur went missing the children
created signs asking of anyone had spotted the dinosaur around
school. The next day they found a trail of footsteps leading out of
the classroom. The children followed the trail and rescued the
dinosaur. (A1, A2, A3, T1, T2, B2, B3, L1, L2, L3)

In Year 1 the teacher
planned an exciting
pirate treasure trail for
pupils to follow. This
was part of their
mathematics-position
and direction work;
English-giving
instructions and
Geography- following
directions and using a
map. The children were
all engaged with this
activity and were able
to apply their skills.
As part of Year 1’s topic on hot and cold places the pupils designed and made
homes suitable for different environments during their Design and Technology
sessions. (A1, A2, A3, T1, T2, B2, B3, L1, L2, L3)

Teachers regularly create stimulating displays
in class that promote a love of Geography.
Here you can see one such display which
helped children in Year 2 develop their
locational knowledge of the local area.
The children added their own pictures,
photographs and writing as the topic
progressed and their understanding
developed. (A1, A2, A3, T1, T2, B3, L1, L2, L3)
Pupils are also given the opportunity to use
a wide range of resources to support their
learning. Above you can see where a year 2
child has used a satellite/aerial image to
match physical and human features to a
map of the area. The child has shown good
understanding of how the features in the
satellite image will be represented on the
map. (A1, A2, A3, T1, T2, B3, L1, L2, L3)

During a topic on ‘The Seaside’ the Year 2
teacher planned an activity during which the
children researched, planned then delivered
their own weather reports.
This enabled the Year 2 pupils to develop
their locationall knowledge of the UK as well
as giving them opportunity for structured
research which most groups then completed
independently. The children used a range of
resources to complete this task including
maps, websites and live weather reports. The
children then created their own props for
their reports. Exciting activities such as this
stimulate children’s learning in Geography
and inspire passion for the subject.
See appendix on disc for a video clip of the
weather reports.
(A1, A2, A3, T1, T2, B2, B3, L1, L2, L3)

Y4 have made good use of the local area in both their Geography work and across
the curriculum. As part of their River Study unit the class the children used Fairy
Glen near to school to develop their understanding of geographical vocabulary to
describe rivers. (A1, A2, A3, T1, T2, B3, L1, L2, L3)
As we looked over the river
we spotted where is
meandered and where it had
eroded.
We looked for natural
features like waterfalls.
One of the waterfalls was
man made.
We also found one source
and a tributary.
This has helped me to understand the
vocabulary more and now I can use
these words in my work.

On return to class
all pupils were
able to use the
key vocabulary in
their work. The
children even
made concept
cards defining
their new
vocabulary. (A1,
A2, A3, T1, T2,
B3, L1, L2, L3)

As part of Year 6’s topic on ‘Survival’ the children studied the world biomes and
learnt about places where it is particularly difficult to survive. This work in
Geography was also linked to their Science work on adaptation and Art work in
which they produced their own camouflage images. In Science the children
designed and made their own creatures then wrote all about their adaptations.
And how they were suited to their environment. (A1, A2, A3, T1, T2, T3, B2, L1,
L2, L3)

Teachers regularly create stimulating displays in class that promote a love of Geography. Here you can see one such display which helped
children in Year 6 develop their locational knowledge and map skills. The children added their own photographs-from field work and
aerial photographs created in class; explanations and OS keys as the topic progressed.
The teacher then added interactive activities for the children where they could match images to the map and identify four and six figure
grid references for the physical and human features photographed. (A1, A2, A3, T1, T2, B3, L1, L2, L3)

T3 Attitudes & Values: Teachers enjoy
the subject and convey high
expectations: assessment is valued as
an essential tool in planning and
monitoring pupils’ progress.
Here is an example of the assessment sheets
completed at the end of each unit of work.
Each class completes these assessments and this
sheet is kept as an electronic copy alongside
images/scans of children’s work and the MTPs for
the unit.
These assessments are used to inform future
planning and are passed on to the next teacher
during transition meetings.
(A1, T1, T2, T3, L1, L2)

Following on from previous assessments each class
teacher produces a MTP for their half termly topics.
The MTP are thematic and cover a range of
subjects.
The MTPs include Key Learning Indicators (which
are used to plan from and assess against) as well as
suggested activities and resources. Each MTP is
personalised to suit the needs of each class and the
resources at our disposal. See appendix for the full
Geography section of this Y2 MTP.
(A1, T1, T2, T3, L1, L2)

Section 3: Personal Development & Well Being - How well
does geography support behaviour and relationships?
B1 Knowledge: Geographical
knowledge promotes
positive relationships and
behaviours.
From EYFS to Year 2 all pupils take part
in ‘Right Start’ training. This training
takes place outside on the roads and
footpaths near school. All pupils
develop an understanding of road
safety and how to cross roads safely.
(A1, A2, A3, T1, T2, B3, L1, L2, L3)
See appendix for further
documentation.

knowledge promotes
behaviours.
In Lower KS2 pupils all take part in swimming lessons throughout
the academic year. These lessons are especially important as many
pupils, although already competent swimmers, are working towards
a the ASA National Swimming Awards Water Safety qualification.
This is particularly relevant in Appley Bridge as we have a river,
canal and quarry. The children are educated during swimming
lessons about these various water courses and keeping safe around
them.
This is funded through our sports premium money as we consider it
a priority considering our locality and proximity to previous
mentioned water courses. This allocation of funding enables us to
take children on in their swimming much further than the required
National Curriculum expectations.
In addition to work completed during swimming lessons water
safety around the river, canal and quarry is also covered in the KS2
PSHE curriculum.
(A1, A2, A3, T1, T2, B3, L1, L2, L3)

knowledge promotes
behaviours.
In Upper KS2 pupils take part in ‘Bikeability’. The pupils develop knowledge and
understanding of keeping their bicycles in good working order; safety equipment and how
to ride safely on roads. The unit is practical and the children are taken out on the roads
around Appley Bridge where they are assessed. (A1, A2, A3, T1, T2, B3, L1, L2, L3)
Level 1 (Week 1)
During Level 1 Bikeability training, you learn to
control and master your bike. The training takes
place in an environment away from cars or traffic –
usually in a playground or closed car park
(playground for delivery in schools.)
Once you’ve completed your Bikeability Level 1 and
been awarded your red badge, you will be able to:
•Fit your own helmet
•Carry out a simple bike check
•Get on your bike, start cycling, then stop and get
off
•Ride your bike using the gears
•Make your bike go where you want it to, including
moving around objects safely
•Control the bike with one hand
•Stop quickly if you need to
•Look all around you when you’re riding, including
behind, without wobbling
Level 2 (Week 2 & 3)
Level 2 Bikeability takes place on local streets, giving
you a real cycling experience. You will be taught how to
deal with traffic on short journeys such as cycling to
school or the local shops.
Once you’ve completed your Bikeability Level 2 and
been awarded your orange badge, you will be able to:
•Start and finish a journey by road, including passing
parked or slower moving vehicles and side roads
•Make a U-turn
•Identify and react to hazards in the road
•Signal your intentions to other road users when
someone needs to know what you’re doing
•Understand where to ride on the road
•Use junctions, including turning left and right into
major and minor roads
•Decide whether a cycle lane will help your journey
•Use the Highway Code, particularly when it comes to
understanding road signs

Overviews from PSHE curriculum.
(A1, A2, A3, T1, T2, B3, L1, L2, L3)

B2 Skills: Geographical skills
promote a better understanding
of difference and diversity.
The curriculum at Appley Bridge All Saints is planned using a
thematic approach. Plentiful opportunities are planned for linking
different curriculum subjects in order to enhance children’s
knowledge and understanding. This is particularly effective when
developing children’s Global Understanding.
During World Faith week in October every class in school learnt
about different religions and compared traditions and customs
from around the world. Visitors were also invited in to enhance
the week and talk about their religions, where they originated and
how they differ to our Christian beliefs. (A1, A2, A3, T1, T2, T3, P1,
P2, P3, L1, L2, L3)
Year 6 learnt all about Hinduism and its origins in India. The
children also learnt about the festival of Diwali and cooked some
traditional Indian dishes that would usually be eaten at Diwali. (A1,
A2, A3, T1, T2, T3, B1, B2, B3, L1, L2, L3)

During a topic on Chembakloli in India the Year 4 children carried
our research on the differences between our locality and the
village in India. They also produced artwork based on their
findings.
The class teacher displayed the pupil’s work effectively along with
key vocabulary that the children s=could access for use during the
topic.
(A1, A2, A3, T1, T2, T3, P1, P2, P3, L1, L2, L3)
Alongside All Saints Church , school has made links with the
Mercy Rescue Centre in Kenya. Through these links the children
have been able to see the major differences in lifestyle and
culture between the UK and Kenya. Both school and church
raised funds to support the Mercy Rescue Centre.
The children were able to track the journey of individuals at the
centre and the impact the centre had on their lives. For
example, Joseph was a child who was taken to the rescue
centre from his rural village in Kenya. The rescue centre
identified that he had a severe case of worms and was very
malnourished. After just three weeks at the centre the young
man was well recovered and able to return home to his
parents.
As part of our work linked to the rescue centre the children in
Year 3 took part in activities which Kenyan children carry out
everyday e.g. in the photograph the children can be seen
washing clothes as they would each day the Mercy Rescue
Centre. The children enjoyed this activity but admitted it was
hard work and they wouldn’t like to do it everyday.
(A1, A2, A3, T1, T2, T3, B1, B2, B3, L1, L2, L3)

B3 Attitudes and values: Pupils
develop self esteem through
genuine opportunities for
participation in applied geography.
During a topic on persuasive writing the Year 3
pupils discussed the possibility of selling the
school field to build a Pickled Onion Factory.
The discussions that followed were very
passionate and the children produced some
excellent writing outlining the environmental
impact on the area if such a plan were to go
ahead.
During this activity the children used their
Geographical knowledge and applied it well to
come up with clear arguments for or against the
proposal. See full letter in appendix.
(A1, A2, A3, T1, T2, T3, B1, B3, L1, L2, L3)

Earlier this year the local area were dumbfounded when
a planning application was submitted to West Lancashire
Council proposing that an existing nearby factory be
converted into a pyrolysis plant.
The pupils in year 6 reviewed the planning application
and proposed benefits of the project as well as
researching the negatives of the proposed plans.
The children then voted for or against the proposed
plans. Hardly surprising that the decision by the class
was unanimously against the plans. The children then
used all of their research to pen their own letters of
objection which were then sent to West Lancashire
Council; P-Fuels (proposed developers); the local
campaign group ABCAGE and our local MP Rosie Cooper.
Rosie Cooper MP even took the time to write back to the
children about their fantastic letters.
On the next 2 pages you will see Lydia’s letter, note the
final sentence- “this is not a test site, this is my home!” a
quote used by local campaigners when the planning
board conducted a site visit.
The plans for the pyrolysis plant were withdrawn due to
the strong opposition-needless to say the pupils in year 6
felt that they had played a great part in achieving this.
This was an invaluable ‘real life’ scenario in which the
children learnt a great deal and really made a difference
by applying their Geographical and Environmental
knowledge and understanding.
(A1, A2, A3, T1, T2, T3, B1, B3, L1, L2, L3)

Section 4: Leadership and Management - How well is the
subject led and managed?
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.
All Saints CE Primary School
Geography Policy
Purpose of Geography
Geography education should inspire in children a
curiosity and fascination about the world and its
people that will remain with them for the rest of their
lives. Teaching should equip children with knowledge
about diverse places, people, resources and natural
and human environments, together with an
understanding of the Earth’s key physical and human
processes. As children progress, their growing
knowledge about the world should help their
understanding of the interaction between physical
and human processes, and of the formation and use
of landscapes and environments.
Aims
At All Saints C.E School our aim is that all children:
•develop their knowledge of the location of globally
significant places including their defining physical and
human characteristics
•understand the processes that give rise to key physical
and human geographical features of the world and how
these are interdependent
•are competent in the geographical skills needed to:
-observe and describe their world through experiences
of fieldwork
-collect, analyse and communicate a range of data
-interpret a range of sources of geographical
information, including maps, diagrams, globes, aerial
photographs and digital mapping
-communicate geographical information in a variety of
ways, including through maps, numerical and
quantitative skills, and writing

L2 Skills: The SL uses a range of
approaches and strategies to plan for and
develop effective teaching and learning
through: subject monitoring; targets; CPD
needs; resource provision; transition
within and beyond the school.
Both the Subject Leader and Senior Leadership Team take an active role in
monitoring and improving teaching and learning in the foundation subjects.
In the past year we have had a major focus on the engagement of boys in
lessons as this was something identified as an area that needed to be
improved from data, end of unit assessments , lesson observations and book
scrutinies. As a result of this Outdoor Learning has been a key focus on the
School Improvement Plan for 15-16.
The next few pages show examples of work scrutinies, subject leader reviews
and School Improvement Plan focuses. See appendix for documents in full.
(A1, A2, A3, T1, T2, T3, B2, B3, L1, L2, L3)
School Improvement Plan Extract.

Subject Leader Review of a lesson in KS1. Written summary and
photographs of activities taking place within the lesson seen.

Planning/book scrutiny is carried
out termly after which staff are
given feedback/support.

The Senior Leadership Team have a clear system for
monitoring teaching and learning in the foundation
subjects. Lessons observations are completed termly and
are followed by clear written and verbal feedback for staff.
The next few pages show an example KS2 lesson plan and
documentation given to staff during feedback.
Lesson observations coupled with work scrutinies and
subject leader audits show that teaching across school is
mostly good with pockets of outstanding.
(A1, A2, A3, T1, T2, T3, B2, B3, L1, L2, L3)

L3 Attitudes and values: Geography
supports other curriculum areas,
whole school initiatives and engages
parents, community groups and
other organisations locally and
globally.
Here at Appley Bridge All Saints CE we are a
Fairtrade School. Being a Fairtrade School helps
our pupils learn all about Global Issues as well
as having an impact on the situations they learn
about. All pupils learn about Fairtrade as part of
our curriculum and this is further enhanced in
Years 3 and 4 with more focussed work
completed during Fairtrade Fortnight every
year.
As a Fairtrade School we are dedicated to
purchasing Fairtrade Products; holding regular
steering group meetings made up of a
committee of staff, pupils and parents; hosting
Fairtrade events such as Breakfasts, special
assemblies and tea parties.
This year the children in Key Stage 2, from the
steering group, attended the Lancashire
Fairtrade Conference during which they learnt
even more about the global impact of the
Fairtrade initiative. See appendix for Fairtrade
policy . (A1, A2, A3, T1, T2, T3, B2, B3, L1, L2,
L3)
Extracts from our newsletter showing events
organised to support the Fairtrade Initiative.

Fairtrade Breakfast event.
Fairtrade Assembly.
Lancashire Fairtrade
Conference.

Here at Appley Bridge All Saints CE we are an
Eco School. Being an Eco School gives our pupils
the opportunity to take part in applied
Geography whilst also developing their global
understanding as well as understanding of
biodiversity.
The Eco Committee which is made up of pupils,
staff and parents meets regularly to make
decisions about our Eco approaches in school.
Throughout the year the pupils on the Eco
Committee carry out responsibilities such as
carrying out Eco audits; monitoring electricity
use; monitoring water use; reducing waste
paper created; gardening, composting , and
recycling paper, card, ink cartridges, clothes,
batteries etc.
(A1, A2, A3, T1, T2, T3, B2, B3, L1, L2, L3)
Newsletter extract
encouraging reuse
and recycle.
Eco and Gardening
Club in action.

Pgqm silver application may 2016

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