2. 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
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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.
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.
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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.
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.
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5. 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.
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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.
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.
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7. 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.
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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.
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)
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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.
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.
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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.
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.
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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.
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.
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12. 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.
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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.
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.
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14. 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.
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15. 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.
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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.
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.
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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.
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.
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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.
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.
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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.
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.
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20. 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
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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
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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
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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
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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.
Audley Geography Policy
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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.
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.
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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.
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.
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27. 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
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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.
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.
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29. 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.
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54. 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.
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55. 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.
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56. 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.
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57. 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.
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58. 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.
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59. 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.
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