PGQM Silver Application 2014

1. Exminster Community
Primary School
Primary Geography Quality Mark
Bronze Award 2014

2. Intro : What is Geography like at Exminster?
Inspiring
Inclusive
Global
Creative
Cross
curricular
Pupil led
Engaging

3. What is Geography like in our school?
Achievement: A1: Knowledge
Mystery Locations – Place
knowledge
Maps, photos , aerial photos
and grid references were all
placed around school for
children and parents to
research the names of
Mystery Locations.
Geography week began with
an assembly with a landmark
quiz Year 6 had planned.
This shows whole school /
community engagement and
participation.
Displays
Main door -
mapping where
the children of
Exminster have
been / lived.
Encouraging place
knowledge and
discussion as they
walk through the
door.

4. Achievement: A1: Knowledge
What is Geography like in our school?
All staff have high expectations of children’s achievement and understanding. Objectives are chosen appropriately
and differentiated to meet the needs of all and stretch the most able (Appendix 1.1 lesson plans).
Whole school assemblies raise and discuss Global issues with all year groups. E.g. assembly themes last term =
What’s in the News.
Key skills assessment grids show clear progression of objectives / expected outcomes throughout each year group.
These are passed on to next teacher to inform differentiation / G and T/ SEN. (slide 20)
What do I know and What do I want to know? This maintains
high expectations by teaching new skills/ knowledge and what
the children would like to learn.

5. What is Geography like in
our school?
Achievement: A1: Knowledge
Year 2 : Under the sea : To know and label oceans.
Children know major oceans and are able to show their further
understanding through facts and map work.
This shows clear objective but high expectations – encouraging extra facts.
Year 1 : Special places to us
Location knowledge and map work
Using a floor world map, children worked as a class
to place their special places around the world.
This shows similarities and differences discussion,
Geographical language and location knowledge.

6. What is Geography like in
our school?
Achievement: A2: Skills
Reception: London
ICT / Display
Children programmed the Bee-bots to
travel around their models of Exminster.
This show cross curricular links and ICT.
Year 6 : Natural Disasters projects
Skills : Mapwork and ICT
Laptops were used to research and present their
learning.
This shows Independent choice and high expectations.
Atlases have been chosen to be used to extract
information needed.
Tablets – mapping software available in all classrooms
via laptops or tablets.

7. Progression
Year 1: Landscapes
Models to aid drawing maps.
This shows activities for different learning styles to
access map work.
Reception: Display - Map
Junk models show buildings in Exminster. Placed
on a route to create a map.
This shows how map work has been taught using
their locality and linked to junk modelling objectives.
The children could choose and photograph places
they knew and made this 3D map.

8. Progression
Year 3: Exminster Fieldwork
Creating our own sketch maps
This shows the progression in map work further.
Year 3 have sketched their own maps and marked key
features in the village. They have also marked the
route we took during our fieldwork.
Children in Year 3 have shown progression
throughout the year in this area.
The top key from Autumn Term, shows a simple
colour coded key and the bottom photograph shows
independent work using symbols.

9. Progression
Year 6 : Natural
Disasters
Folder Projects.
This shows high level
map work using
coordinates,
independent research
and graphing data
(cross curricular links).

10. Achievement: A2: Skills
Atlas / Map Work
Carefully chosen three
differentiated levels of
Atlas throughout the
school.
Year 1 researching their
special places and Year 4
choosing contrasting
coastal and urban holiday
locations for project.
Year 2 : Exminster field work
Fieldwork Enquiry /ICT/Geographical
language
Children investigated ‘What jobs do
people do in Exminster?’ They then were
able to use Digimaps program to find
their route, features they know and
locate the places people worked.
This shows enquiry, field work and ICT
map skills.
Children in every year group use Google
maps or Digimaps.

11. Some examples of fieldwork
Achievement: A2: Skills
Year 1
Fieldwork – orienteering around school
grounds
Year 5
Fieldwork – Dawlish Warren.
How is climate change impacting on our
rivers and coastlines?
Year 3
Fieldwork – Exminster.
Locality walk creating own sketch maps.
Where should we place a campsite?
Year 6
Fieldwork – Residential –Barton Hall
Outdoor adventurous activities,
orienteering, map work, working
together and critical thinking.

12. What is Geography like in
our school?
Achievement: A3: Values and Attitudes
PUPIL VOICE
TICKLED PINK
In Geography, I enjoy…….
• how other countries run /
traditions
• Map work
• Using ICT in Geography e.g.
Google Earth
• using compasses
• Natural disasters
• Learning about places we have
never been to.
• Linking our learning to real life
e.g. fieldwork.
• What’s In the News assemblies /
watching Newsround in class.
GREEN GROWTH
I would like more……
• Treasure hunts with compasses
• Learn about other countries
cultures.
• Find our about rivers in different
countries
• Go out on more visits/ more
experts and visitors come in.
• Drama based activities.

13. What is Geography like in
our school?
Achievement: A3: Values and Attitudes
Year 5 : Coasts – Climate change
Pupil Voice prior to start of Coastal unit.
At the end of the term, classes complete ‘Pupil Voice’ about what they would like to
learn about. Children start units by ‘showing off ‘ their prior knowledge to teacher.
This shows how we assess prior knowledge and then it informs planning.
Allotment Club
Year 4-6
Weekly experiential opportunity for
children with special educational
needs to participate in supervised
pupil led decisions and activities.
E.g. What shall we grow in our
allotment?
This shows -Weekly fieldwork and
confidence building, participation
and decision making.

14. What is Geography like in our school?
Achievement: A3: Values and Attitudes
Geography Week
Cross Key Stage Class swap
Children share their learning
and experiences with other
pupils.
These positive sessions boost
confidence for all children
and enthuse the younger
ones about future learning!
Geography Week
Cross curricular sharing across Key stage.
Year 6 show Natural Disaster experiments to
impressed Year 3!
This shows sharing across key stages and cross
curricular learning.
ENTHUSIASTIC CHILD LED HOME LEARNING
Home learning
See appendix (1.2)

15. What is Geography like in
our school?
Teaching : T1: Knowledge Subject Leader –
Geography graduate
(KS2) and NQT
Geography specialist
shadowing (KS1)
ensures coverage
across the school.
INSET provided
valuable recapping
of Map skills, ICT
knowledge etc.
Staff then completed
CPD forms for
further support e.g.
using local areas for
fieldwork. Guidance
then provided .

16. Year 5 : Coasts
Investigating the impact of erosion
using acetates to explain how the
coast has changed over time.
This shows map interpretation
skills/understanding physical
processes/world is constantly
changing.
This evidence is one example of the
range of angles we approach
Geographical skills from e.g.
Historical map analysis.
(App 1.8)
Teaching: T1 and T2

17. Teaching: T1 and T2
Year 3: Creating our own sketch maps
SEN children create simple visual sketch map with LSA. Focus on Level 1 objectives of sequencing and
Geographical vocabulary for our village.
This evidence shows inclusive differentiated outcomes for all children to achieve.

18. Teaching: T1 and T2
Year 5: Coasts
Information gathered to explain coastal process through teaching and fact finding. Child led presentation
of investigation outcomes.
This evidence shows strong subject knowledge from teaching, enquiry led investigation and cross curricular
links – Literacy explanation texts.

19. Year 3 planning linked to
‘If the world was a
village’. Variety of
teaching methods to
enthuse children. See
Appendices 1.3
Teaching: T1 and T2
Year 3 : Exminster vs
Birmingham
Human and Physical source
search. Sources unfamiliar to the
children were used to contrast
with another location in UK.
This shows challenging
stereotypical thinking.
Why does the city have a
mosque? Interactive activity
encouraging geographical
language.
Year 4
Discussion
promoting
images to use
as lesson
starters =
Critical
thinking.
Teachers use a variety of teaching methods and make connections to enhance interest,
enthusiasm and the children’s personal experiences. Quizzes, projects, anagrams, true or false
competitions are just a few.

20. Teaching: T1 and T2
Year 4 : Coastal Vs City Tourism
Independent Project work to research two
holiday locations within a budget. Map work
, research, ICT, teamwork and Maths.
This shows the children have researched to
carefully consider different factors , including
budget to plan to very different holidays.
This task was real life experience for the
children to consider the differences in
physical and Human Geography of locations.
E.g. coastal fun can often be free!
The children really enjoyed using the internet
to learn how to book train tickets and hotels
to keep within a budget.

21. What is Geography like in our school?
Teaching: T2: Skills
Year 3 Pupil Voice for next term. Planning then
informed. Topic link / Science link to Rocks and soil
experiments / Maths link to World temperature
investigation.
Year 2 teachers had planned to go
to Exmouth Beach for a Seaside
fieldtrip but Pupil voice showed
pirate interest. Brixham trip now
to visit seaside with pirate link.
Year 3
Drama role play to support critical thinking and
diary writing. Creating shelter from the Philippian
Typhoon. Child in this class has family in the area
hit.

22. Year 6 : Human Geography Charity Projects. Teaching: T2: Skills
Year 6 : Apprentice Natural Disaster Charity Projects
Year 6 chose and researched a country with a particular need, e.g. Philippians Typhoon Relief, that they felt
passionate about. They researched the human and natural causes. They then created and presented apprentice
style pitches to our Head teacher, class teachers, Charlotte from Christian Aid and Humanities Coordinator from
our secondary feeder school to present their group’s emotive and persuasive charity pitch, research and
teamwork.
This shows engaging teaching , cross curricular learning, current global issues, empathy through cultural differences
, participation /decision making and community links.

23. Teaching: T2: Skills
Differentiated orienteering across the school
Year 1 – Bird’s eye map and route given
Year 2 – Independent map reading skills with
photograph clues for less able.
Year 4 – Flag knowledge orienteering
Year 6 – Compass orienteering

24. Teaching: T2: Skills
Reception: Comparing London to Exminster
This shows enthused children, engaging teaching
and cross curricular learning in Foundation-
DT/Maths/Literacy/Phonics/ICT.
I have been on
a train to travel
to London.
I can name
places in
London and ask
questions to
learn more.
We can make a
3D map of
Exminster!

25. I can name
places in
London and ask
questions to
learn more.
We can make a
3D map of
Exminster!
Year 5 Coasts
Geographical
language
Key
questions
Local images
Examples of good
Geography explaining
physical processes

26. What is Geography like in
our school?
Teaching: T3: Values and attitudes
Assessment in
Geography at
Exminster
Peer Feedback
• In class
• Across the year group
• Across Key stages
• Together Time
assemblies
Time given to read teacher
comments and respond
Pink
highlighting =
tickled pink
Green
highlighting =
growth
Skills progression in
maps/fieldwork
assessment info
provided at staff
meetings
Self Assessment at end of
every lesson. Differentiated
appropriately

27. Teaching: T3: Assessment
A1: Knowledge Assessment in
School marking policy makes it clear to
children if they have reached lesson
objective.
G – Got it
A – Almost there
P – Practise
Geography at
Exminster
Whole School Colour coded objective coverage linked to assessment.
Each child is assessed against the key skills and entered every term into
this Key Skills Grid. (Names blacked out.) This informs subsequent
teachers as well as planning requirements during the year.
Children are
given feedback
about the
level/whether
they are
exceeding
/reaching or
working below
expectations
during lessons
/ throughout
units.

28. Geography supporting positive
behaviours and relationships
Behaviour and relationships: B1: Knowledge
Year 3 : Locality Walk –
Creating our own sketch
maps and campsite
location.
Children complete their
own risk assessment which
had to be signed off before
going on the trip.
This shows children's
understanding of risk in
their environment.
Exminster Travel Plan 2012
Children involved in the process
of improving safety in their
locality. The signs are now up in
the village.

29. Geography supporting positive
behaviours and relationships
Behaviour and relationships: B1: Knowledge
Exminster Building Development 2013/2014
• Sharing information with community
• Safety assemblies led by site manager
• Safety poster competition
Positive
relationships
and cultural
differences
SEAL focused
Rainbow day
celebrations
Whole term
diversity
assemblies 2012
International
links
Eco and
school council

30. Behaviour and relationships:
B2: Skills A1: Knowledge
International Link School – Birqa Jato. Ethiopia
Children create, send and receive resources and photos to both share and
further their understanding of the cultural differences with our link school.
Children write letters of Geographical enquiry to learn more. Zambia link also.
Dear Mr Tesfaye and the children of Birqa Jato
We are writing to say thank you very much for the alphabet book you have
sent to us at Exminster School about your lives in Ethiopia. We really
enjoyed sharing the book as a class and now other classes can enjoy and
share it too.
We were really interested by the Injera - Ethiopians usual food, because
we have never heard of it before. Could you please tell us a little bit more
about it. We also talked about the Yolk. We had never heard of that and
discussed our experiences of farming/ going on farms. Our tables are higher
and we sit on chairs and push them underneath. We noticed yours is a little
different as it is much lower and the chairs are around it. Although we do
have a similarity that we share mealtimes around tables.
They also asked we sew with needles - What do you use them for? How
many vultures do you see in your village? We are by the sea so have lots of
seagulls. We have zebras but only in the zoo. One they found really
interesting and promoted a lot of discussion was.. Why do you need to
protect yourself from worms?
Please take the children's numerous questions as curiosity rather than any
negative reflection on your book. We had a brilliant discussion about what
you had for each letter and what we would have. They are keen to become
pen pals and would like to write some letters next half term.
Kind Regards
Class 3NJ and Kate Nowell
Year 3 Teacher / Geography Co-ordinator.
Exminster Primary School.
National Links
We are developing our links with other
schools nationally . Particularly with
contrasting physical , cultural and
religious factors to increase the
children’s experiences of cultural
differences.
E.g. Links with schools in Birmingham
and Bristol. Children chose to search
the schools using Streeview and then
create questions to email them. They
now would like create a film.

31. Behaviour and relationships: B2: Skills
Critical thinking
and enquiry
Year 6
Which
charity is
most
deserving?
Year 5
Should
Exminster
Marshes
be a SSSI?
Year 2
Is the Isle of
Coll a better
place to live
than
Exminster?
Year 4
Do coasts
make better
holiday
locations than
cities?
Should Linden
Homes have
built a housing
development
in Exminster ?
Will it create
more jobs?
Year 6
Are there any
benefits from a
volcanic
eruption?
Year 3: Philippian Typhoon
Letter to someone special after
typhoon has hit.
This shows the outcome from
drama and hot seating .
Geographical skills to create
empathy .

32. Behaviour and relationships: B2: Skills
Critical thinking
and enquiry
Year 3
Where should a campsite be built in Exminster?
Fieldwork / map skills / ICT skills using Digimaps / debate.
The land
must be
flat
But this is
already a
recreation
ground
The marshes
are too wet. It
is a floodplain
There is road
access here
Year 3: Locality fieldwork – Where should we
put a campsite?
Own sketch map with acetates used to show
campsite location.
This shows map work and children discussed
and debated why their location was best.
“This place is quiet and flat.”

33. Geography supporting positive
behaviours and relationships
Behaviour and relationships: B3: Attitudes and Values
PARTICIPATION
Exminster is very
much a community
school and the roots
of the community =
the children
School Council vote for
charities to support
This year so far…
• Hat Day for Philippian
Typhoon Relief
• Nayamba School, Zambia
toothbrush collection/toy
sale. (App 1.9)
Playground
input into allocation
and running of
playground areas
Involvement /
competitions linked to
new build
Allotment Club
Gardening Club
Pupil Voice
Informs planning
Leads learning
Interview panels
for new teachers
Visitors linked to
families
Eco Council School Council

34. ECO COUNCIL
Fairtrade
conference
Can we get a grant
for composting?
Let’s find out!
New recycling bins
Devon waste free
lunch week
Behaviour and relationships: B3: Attitudes and Values
Is it sustainable to use
polystyrene /paper for
Fish and Chip Friday?
Let’s contact the
suppliers!
Waste Audit also
completed recently this
Year 2014.
Switch off Week
Promoting Green
Behaviours
Eco Award

35. Subject Leadership
Leadership : L1 and 2: Knowledge and skills
Staff INSET Resources Audit
Staff
Development
/ Support
Requests
GA membership
Journal research-
Corsham Primary
–hook days to
launch units
ICT Software
tried and tested.
(App 1.6)
DIGIMAPS
shown at INSET.
Geography
Week (App 1.7)
Member of
Geography
Champions for CPD
Governor liaising
meetings to develop
Geography (App1.4)
Governor learning
walk whole school
(App 1.5)
Support with
planning to
meet objectives
Subject
monitoring –
planning trawls
Contacts made
with Dawlish CC –
main feeder
Secondary school
New curriculum
development

36. Subject Leadership
Leadership
Staff Geography Inset – ppt
New curriculum and vision discussed with
focus moving to all planning having a Hook
question / challenge / line of enquiry to
begin. Linked with Pupil Voice also.
Local issues:
Linden Homes
New Homes
Building
Development
Visits

37. Subject Leadership
Leadership Vision
We believe through Geography our children will………………
 Be equipped with skills, knowledge and understanding to investigate, question and make sense of the world
around them.
 Understand that they are citizens in an interdependent world which is constantly changing and the role they play
in their locality, their country and globally is important.
 Develop independent thinking, tolerance, and empathy.
Teaching and learning
• Use real experiences and real issues to make the geography ‘come alive’ through fieldwork experiences.
• Provide opportunities for discussion, debate and higher level critical thinking.
• To have strong geographical knowledge and good understanding of the world they live in and the physical and
human processes that shape it.
• Cater for a variety of learning styles, discovery, engagement and child lead enquiry
• To ensure that the curriculum reflects the richness of our multi-cultural society
As mentioned in the ‘Next Steps’ part of the application form , we are currently in the process of implementing the new
curriculum and forming long term plans for 2014/1015. My next step will be to meet with our Humanities link governor
and a focus group of children to review and gather their views about Exminster’s vision for Geography.