1. Pupil achievement is high when considering their age, ability, and prior experience. Assessment is seen as an essential tool for planning, learning, and monitoring pupil progress. 2. Maps created by students in Year 1 and Year 3 are examined, showing progression in geographical skills like labeling areas and using keys. Assessment is key to planning learning and monitoring student progress. The school has improved its assessment system in geography. 3. Teachers now have a better understanding of student progress in geography from using new assessment resources. Progression is evident across year groups as assessed by the subject leader.

1. 1a). Achievement is high and pupils make good progress when
considered in relation to age, ability and prior experience
1b) Assessment is seen as an essential tool in planning, learning and
monitoring pupil progress
DEVELOPING
St Peter’s Catholic Primary School, Billericay, 2009

2. How quality of provision and pupil achievement
interlink
Building on prior learning
• When teachers start a
new geographical topic
they are asked to
informally assess the
children’s prior
knowledge of the topic.
(see Geography
Assessment Sheet)
Teachers are then able to
highlight areas that need
particular development.

3. • In order to ensure ‘high
• Ensuring progression achievement’ and
progression teachers
have been provided
with level descriptors
for the topic in
question for their year
group and those levels
above and below. To
secure the children’s
learning emphasis is
placed on practical
activities and fieldwork.
End of unit assessment on how children’s attitudes have developed: Children have a
more enhanced understanding of their local area and the history of the area. They
have better understanding of OS maps and plans of buildings. They are able to colour
or create symbols for maps of the school grounds. They can use maps with keys and
answer questions about the area. They can describe their local area to an outsider
and describe in detail the features of the area.

4. 2. Route to
school
Autumn 2008: Year One and Three
map work. In appendix one we can
see progression through the year
groups. Following on from our
1. Home recent building works we have
address been able to utilise the architect’s
plans of the school. Year One have
labelled the different areas while
in Year Three more detail is seen
and the use of keys has been
introduced.
1a) Year One Autumn 2008: In these pictures we
can see map work produced by Emily and the
progression she has made in her learning from
foundation stage. In reception classes the children
would have talked about their homes and drawn
pictures of their houses. In Year One they start to
record their knowledge. Here the children would
have studied the school and its grounds. But now
the teacher has progressed to putting the
children's understanding of their home and local
area into context

5. Autumn 2008: Year One and Three map
work. In appendix one we can see
progression through the year groups.
Following on from our recent building
works we have been able to utilise the
architect’s plans of the school. Year One
have labelled the different areas while
in Year Three more detail is seen and
the use of keys has been introduced.
Appendix 1- 1a:
Pupils’
achievement is
high when
considered in
relation to age,
ability and prior
experience- Year
1 and Year 3
maps of school
Year One

6. 1b) Assessment is seen as a key tool in planning
learning, supporting and monitoring pupil progress.
• Our ‘Bronze Action Plan’ also highlighted assessment as an
area of development. In the past assessment in geography
did not have a high profile. Since working towards the
PGQM a new assessment system has been set in place (see
supporting documentation). The purchase of ‘Teacher
Assessment Activities Geography: Foundation Stage and
Key Stage 1’ and ‘Teacher Assessment Activities Geography:
Key Stage 2’ (QCA) have provided inspiration for
assessment activities. Teachers now feel that they have a
better understanding of the children's progress in
geography and as a subject leader I can assist my
colleagues in ensuring that progression is seen across the
year groups.