south farnham school application

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South Farnham School Primary Geography Quality Mark Application Gold

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Page 1: South farnham school application

South Farnham School

Primary Geography Quality Mark

Application – Gold

Page 2: South farnham school application

Section One: What is Geography like at our school?Our vision is to facilitate the learning of young geographers who have a thirst for knowledge.

We endeavour to ensure that all pupils are actively engaged in their own learning and achievement so thatgeographical skills and fieldwork are embedded in relevant units of work. There is a great emphasis on providingopportunities for children to be creative with suitable challenges for more able children and facilitating individuallearning styles.

Page 3: South farnham school application

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The standard of work produced by pupils is consistently high and this in itself demonstratesa commitment to an enthusiasm for the subject (see following examples of pupil work).

All geography taught is differentiated ensuring that all abilities are catered for and thatevery child is able to access the concepts encountered. For example in Year Five childrenlearn about the different features of a river. Less able children begin by learning the keyvocabulary (mouth, meander, tributary) and are taught to recognise these features fromsecondary sources. Whereas the more able task requires children to explore these in greaterdetail and explain how these features developed initially. The children are then all offered theopportunity to see these features and systems operating during their residential visit toOsmington Bay allowing pupils to apply what they have learnt to the real world.

Within lessons, children are regularly encouraged to share their own experiences thatrelate to topics being taught for example children in Year Three explore Indian culture andstudy a locality within this country. Children who have visited, have family who have visited,are originally from that locality or simply have an interest therefore have gained knowledgebefore the lesson, are able to share this information with the class and have the opportunityto build on prior knowledge especially as the activities are enjoyable then they areremembered most.

All staff have a copy of the curriculum map within the geography policy which enablesthem to clearly see the topics that have been covered by the children in previous years in aswell as what the children will be learning in future years. This means the teacher can makelinks between these topics and make sure the children are equipped with the knowledgethey need to gain before they progress to the next stage in their learning.

Section One: What is Geography like at our school?

1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience

Page 4: South farnham school application

1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience

These comments refer to the following two pages. Year: 4 Unit of Work: Studying a locality. Why was it chosen? This piece shows how a child has applied their inquiry skills to create a comprehensive guide to a locality they have studied. The enthusiasm the pupils have for geography can be clearly seen here.

What does it show children know understand and can do? This pupil has an appreciation for the importance of the geographical location of this village. This child can investigate places and understand how the land uses appeal to different people.

Page 5: South farnham school application

1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience

1d: Geography is seen as a key subject to engage creative and critical thinking about `people & place’, local and global change and possible futures

Page 6: South farnham school application

1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience

Year: 5

Unit of Work: Exploring rivers and coasts

Complementary work submitted: River Severn fact file.

Context: Pupils learn about features of rivers and how and why they developed.

Why was it chosen? Shows an excellent understanding of geographical processes. The pupil is able to explain the flow of the river using correct geographical terminology.

What does it show children know understand and can do? Recognise and explain physical processes using correct geographical vocabulary. The know the effect the physical processes has on the surrounding environment.

Page 7: South farnham school application

1a: Achievement is high and pupils make good progress whenconsidered in relation to age, ability and prior experience

Year: 5

Unit of Work: Exploring rivers and coasts

Complementary work submitted: Meander and Oxbow lake formation. (Previous slide)

Context: Pupils learn about features of rivers and how and why they developed.

Why was it chosen? It demonstrates how children are asked to apply their knowledge to real case studies.

What does it show children know understand and can do? This child has combined ideas to explain a geographical process in action. This pupil has explained geographical patterns, with reference to a specific locality .

Page 8: South farnham school application

1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience

Year: Unit of Work:Complementary work submitted:Context:Why was it chosen?What does it show children know understand and can do? BECAUSE...

Year: 5Unit of Work: Rivers and CoastsContext: Pupils explore the formation of different physical features. Why was it chosen? This piece demonstrates the child’s clear understanding of the topic covered and the enthusiasm they have for the subject.What does it show children know understand and can do? This pupil has an excellent understanding of the formation of the waterfall and can explain the geographical processes that occur.

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Assessment is key to successful monitoring of pupil progress and planningfuture lessons. Initially children’s existing knowledge and understanding isassessed through formative assessment. Pupils are asked for their knowledge on aparticular subject or in some cases draw concept maps. From here the teacherthen understands how to build upon this prior knowledge. This also provides auseful tool for further assessment as the children can add to their concept mapsonce a lesson is completed enabling the child and teacher to see how theirlearning has progressed.

The lesson itself is also evaluated and the teacher will judge how it can beimproved in future. As we are a four form entry school, these improvements willbe discussed initially at year group meetings and if it is an aspect that applies tothe whole school teaching of geography it will be discussed at staff and curriculummeetings also. This evaluation will then inform the planning for the next lesson.One example of this is the introduction of geography mental starters across thewhole school, which is discussed in section two.

Section One: What is Geography like at our school?

1b: Assessment is seen as an essential tool in planning learning and monitoring pupil progress

Page 10: South farnham school application

It is essential to ensure that children’s different learning styles are cateredfor and as mentioned in section 1a that the work is differentiated. When thechildren in Year Five learnt about rivers they created a river as a class with childrentaking on the roles of its various features and positioning themselves along thecourse (a large blue sheet!). The children also held signs to show what feature theywere representing and a group of more able children provided a commentary as awater droplet (child) travelled down the river.

If children are expected to improve their attainment, they need to be able torecognise how to build on the knowledge they have already. Peer and selfassessment is an important aspect of this. Children are encouraged to evaluatetheir performance and that of their peers. The learning objective and successcriteria are shared with the children during all geography lessons so that they canrecognise the progress they are making.

Section One: What is Geography like at our school?

1b: Assessment is seen as an essential tool in planning learning and monitoring pupil progress

Page 11: South farnham school application

Section One: What is Geography like at our school?

Year 4 exploring ecosystems in

the school pond.

Interpretation of knowledge through synthesis -

Year 4 becoming the river to help them to learn new

vocabulary.

Year 4 extending their learning outside the

classroom and developing their mapping skills.

Year 3 on a field visit to WisleyGardens to explore ecosystems

and habitats.

Page 12: South farnham school application

Section One: What is Geography like at our school?

Throughout the school, hands on experiences in fieldwork are planned in everyyear group. For example, the topic in Year Five on rivers begins with the learning of relevantvocabulary initially through secondary sources, then to be experienced in the real worldduring field trips. Through first hand experience learning becomes purposeful and easier tosee how geographical features affect the surrounding environment and how humans haveimpacted upon these processes.

In Year Six, the children learn about different settlements and how they areformed. During lessons they are able to compare localities: Farnham and Shrewsbury(location of their residential visit). They use the knowledge they have gained and apply thisto identify features of these two areas. They are then encouraged to consider the problemsand issues faced within these areas for example traffic. The children then have theopportunity to explore whether the Menin Way has a traffic issue and if it does they are ableto create solutions to these problems.

These are just two examples but there are many other opportunities within yeargroups where the children are able to complete fieldwork successfully as a result of theirexisting knowledge from previous lessons then build upon and strengthen this as a result oftheir enquiries.

Fieldwork and Active Enquiry Learning

1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography

Page 13: South farnham school application

Section One: What is Geography like at our school?Year 5 pupils putting their knowledge into place by researching the way river

changes at various point along its course.

Year 5 learning the key vocabulary before fieldwork

begins.

Displays in school to support fieldwork completed at

Osmington Bay.

Application of Knowledge Exploring the geology of the

site and putting the classroom knowledge into practice.

1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography

Page 14: South farnham school application

Section One: What is Geography like at our school?

Year 4 using maps and grid reference skills to explore land use and

geographical features. These pupils are

specifically researching

Marchant’s Hill, prior to their residential

visit.

Pupils identify animals from different habitats and develop their

orienteering skills further.

1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography

Page 15: South farnham school application

The majority of children thoroughly enjoy ICT and it is a very powerful tool to extend and enrich the curriculum.

Both fieldwork and ICT dramatically enhance the enjoyment and enthusiasm children show when learning during geography lessons.

Section One: What is Geography like at our school?

ICT having a clear impact on the way that children learn and enjoy geography

1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography

Using Virtual World means that teachers are able to show children thiswith ease. It also offers exciting ways to review their knowledge throughgames and activities. ICT also refers to the use of equipment to collect dataduring fieldwork activities. Pupils use data loggers enabling children tocollect data regarding sunlight, sound, precipitation and much more. Thedata can then be transferred to the computer for the children to analyse.

Children using Virtual World to locate India and

compare position to own locality.

Virtual Geography is an excellent resource for explaining concepts and introducing new topics to pupils, they are then able to complete activities that consolidate the new knowledge they have gained. When studying localities, it is essential that children are aware of where it is relation to the locality where they live and are able to compare and contrast them.

Page 16: South farnham school application

1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience

Year: Unit of Work:Complementary work submitted:Context:Why was it chosen?What does it show children know understand and can do? BECAUSE...

Year: 6Unit of Work: Settlement patterns.Context: Pupils explore the different types of settlements then investigate how and why they develop in the way they do. The pupils then design their own settlement considering the amenities and facilities the people would require.Why was it chosen? This demonstrates a cross-curricular link with ICT and how the use of ICT supports pupils’ learning of geography. What does it show children know understand and can do? This pupil understands the importance of transport links when developing a settlement. They recognise that linear settlements form as a result of location along roads and rivers. They are using their geographical knowledge to investigate places.

1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography

Page 17: South farnham school application

Section One: What is Geography like at our school? Within all topics covered children are encouraged torelate the information they encounter to real world examples and casestudies. By developing this thought process, it enables them toconsider outcomes, causes and solutions to problems caused by bothhumans and nature. Furthermore, it encourages young geographers tobecome global citizens and in turn spread the knowledge to theirfamilies and friends. At South Farnham, we achieve this by careful planning ofactivities that the children can relate to for example the Year Six trafficsurvey. The children of Year Six also explore the rainforest; learningabout its beauty and the diversity of flora and fauna that can be foundthere. The children take the time to consider the impact that clearingthese can have on this delicate ecosystem. In addition to this they canexplore reasons why deforestation occurs and the ways in which wecan help at a local level for example recycling. The teaching of geography needs to link all these issuestogether and encourage the children to consider how these importantglobal issues are related and more importantly encouraging them tosee how can shape the future of these situations.

Year Six work detailing the layers of the rainforest. They will consider the effects

human impact can have. They also compare and contrast living conditions here with their

own experiences.

Year Six researching their rainforest

projects.

1d: Geography is seen as a key subject to engage creative and critical thinking about `people & place’, local and global change and possible futures

Page 18: South farnham school application

Section One: What is Geography like at our school?

Staff view this garden project as pivotal for establishing the children’s connection to

the world around them. Each year group is responsible for a plot thus involving all 535

children.

Children now have the opportunity to eat the food they grow promoting the idea of sustainable development.

1d: Geography is seen as a key subject to engage creative and critical thinking about `people & place’, local and global change and possible futures

Page 19: South farnham school application

1a: Achievement is high and pupils make good progresswhen considered in relation to age, ability and prior experience

Year: 6

Unit of Work: The Rainforest

Complementary work submitted: Rainforest Layers previous slide.

Context: Pupils begin their topic by researching the rainforest . They extract information then later use this to compare this locality with their own.

Why was it chosen? It demonstrates creative thinking and cross curricular links with Science and Art.

What does it show children know understand and can do? This pupil can recognise and describe geographical patterns in relation to the weather experienced in the rainforest. They have draw on their own knowledge and understanding to select and present information.

1d: Geography is seen as a key subject to engage creative and criticalthinking about `people & place’, local and global change and possiblefutures

Page 20: South farnham school application

1a: Achievement is high and pupils make good progresswhen considered in relation to age, ability and prior experience

Year: 6

Unit of Work: The Rainforest.

Complementary work submitted: Rainforest fact file previous slide.

Context: Pupils begin their topic by researching the rainforest . They then use this knowledge to create a fictional creature that will need to be adaptable to the conditions experienced there.

Why was it chosen? It demonstrates creative thinking and cross curricular links with science .What does it show children know understand and can do? This pupil can draw on their skills and knowledge to think creatively. This piece shows a sophisticated understanding of the ways that animals adapt and are dependent upon their environments.

1d: Geography is seen as a key subject to engage creative and criticalthinking about `people & place’, local and global change and possiblefutures

Page 21: South farnham school application

It is essential to make links between what is taught to the children’s experiences of the real world. geographical knowledge is the foundation to many experiences encountered in everyday life. It is essential that from a young age children develop their basic geographical understanding for example the location of countries and capital cities within the world.

The geography team also recognises that there are many other opportunities where this knowledge can be developed outside of the geography lesson for example asking children to name the capital of a city as part of a class game.

1e: Core geographical knowledge underpins children’s learning about the world

Section One: What is Geography like at our school?

‘Geography in the news’

Screen shot of our MLE reporting

further destruction in the Amazon

rainforest.

It is also important to draw children’s awareness to geographical issues that are covered in the news. On our virtual learning environment we have an area where children can explore these news

stories as they develop. In addition to this we share news stories within lessons if they occur in a locality being studied.

1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography

Page 22: South farnham school application

Section One: What is Geography like at our school?Developing global citizens

1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives

Throughout the year, children enthusiastically collect resources to send out to schools in

Malawi. The children learn that their contribution has had such a huge impact on children whose lives are less fortunate than

themselves thousands of miles away.

Creative displays help to keep other

cultures at the forefront of the children’s minds.

During International club, children enjoy a Japanese film whilst others prepare Manga drawings to send

to our link school.

Also see section three for Eco-school and International work which are both whole school initiatives.

Page 23: South farnham school application

Section One: What is Geography like at our school?

1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives

Geography is able to support other curriculum areas whilst maintaining its own distinct character.

Science:Pupils explore food webs in

the rainforest.

Literacy and ICT: Newspaper

article on the discovery of a new creature.

Art: Children create

batiks of rainforest animals.

Art and DT:Children created a

new creature within the rainforest by drawing on their

existing knowledge.

Science:Pupils consider

the how animals adapt to their

rainforest habitat.

Page 24: South farnham school application

Section 2: How effective is subject leadership and management?

Geography is highly valued within the school. The planning is reviewed in line with the schoolpolicy, school development plan and National Curriculum. The policy itself has been writtenand prepared by the teaching staff and SLT so the vision for geography is a shared one.

A range of teaching approaches are embedded throughout the Geography planning in all yeargroups in order to deliver high-quality geography lessons. This is underpinned by auditory,visual and kinaesthetic methods as well as the use of higher order questioning skillsillustrated by the Bloom’s taxonomy. (See Medium Term Plans).

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.

Our Vision:Within our geography curriculum we aim to develop children’s understanding of

the features and conditions that make up the physical environment. We aim to stimulate theirinterest in their surroundings and develop their skills through first-hand experience andgeographical enquiry. At South Farnham, we hope that our children develop an informedconcern about the quality of their world and leave the school with a clear understanding ofwhat it means to be a global citizen (See Geography Policy).

Page 25: South farnham school application

Section 2: How effective is subject leadership and management?

Subject meetings take place once every half-term. Within them, the team are able to review theeffectiveness of any new resources that have been implemented and discuss the outcomes or new ideasgained from attending network meetings or courses. In addition to this they can review the policy andSchool Development Plan before it is shared with the rest of the staff.(See meeting minutes and SchoolDevelopment Plan for Geography).

Assessment for learning is a key strength at South Farnham. Each term a piece of work from eachcore and foundation subject is levelled which, over the year, is collated as part of a portfolio of evidencefor each individual child. This work is then levelled and recorded on the school network. Teachers havefound that this levelling drives improvement forward in a positive way as teachers are able to identifywhat a child has achieved and provides a clear direction for how to improve both within the current classand when the child moves to the next. The portfolios are then passed on to the child’s secondary school atthe end of Key Stage Two.

Evaluation of the provision of resources is an ongoing project. A resource audit will occur beforethe final curriculum meeting of the year. The subject leader provides the teachers with educationalpublications to explore which resources they feel would enhance the curriculum in their year group.Resources are held in central location for all staff to access. Resources specific to a year group are to beheld by the year coordinator. ICT resources are available on the school network so all staff have access.

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.

Page 26: South farnham school application

Section 2: How effective is subject leadership and management?

Our vision is that the teaching of geography is engaging, challenging and interesting for thechildren. The geography team decided that the introduction of mental starters similar tothose used in other subjects like maths would create a way to engage the children instantly atthe beginning of a lesson. These have since been incorporated throughout the school and allstaff have a set of starters they can refer to for each of their geography lessons.

These starters may range from ‘walking ’ around a locality they may be studying using Googlemaps or playing ‘Just a Minute’ which requires the children to define a geographical termwithout repetition, hesitation or deviation (See attached starters list).

Plenary sessions offer a valuable time when pupils can reflect on their new knowledge andmake links to what they will be learning in future. Teachers will use this time to explore whathelped a child when they were stuck, to consider the new information they have learnt andto think of strategies to ensure they retain the new information.

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.

Page 27: South farnham school application

Where next?

1. We are very proud of the extensive fieldwork opportunities that are available to thechildren. In the future we aim to incorporate even more into the curriculum whichare relevant to the children’s own lives and consider real-life issues they could facein their lifetime.

2. Through our ‘Bright Futures’ program, professionals in various fields of work havebeen able to discuss their life experiences and careers with the children. We areaiming to encourage more speakers from a geographical background to draw thechildren’s attention to the possible careers that await them within this subjectteaching them how to turn their enthusiasm into a career.

3. The school has very much enjoyed developing a close partnership with ourJapanese link school. With the guidance of the British Council, we hope to be ableto experience exchanges and visits to each others’ schools.

The geography team are always seeking opportunities to improve and furtherdevelop the teaching of geography and in turn the experiences our younggeographers encounter. The geography team are always seeking opportunities toimprove and further develop the teaching of geography and in turn theexperiences our young geographers encounter.

Page 28: South farnham school application

Originally the reason for entering the Quality Mark was as a result of a desireto raise the profile of geography within the school. Having successfully achievedthis, the new target was to maintain geography’s developing status and continueto encourage children to enjoy and achieve through its teaching.

During the past three years, since obtaining the award, the geography teamhave been encouraged by the enthusiasm and support of the staff to maintainthe high standards reached within the teaching of this subject.

Although the school has much to be proud of, one of the key reasons for itssuccess is its desire to continually ‘pursue excellence’. With this in mind theposition of geography has been continually reviewed by the staff to identifyareas for further development.

Section Three: Geography at our school

Page 29: South farnham school application

In order to raise the profile of children’s awareness of world geography, astrong partnership has been developed with a school in Japan.

An area of the school has been dedicated to the sharing of thisinformation so that children are able to explore the pieces of work at theirleisure. We are also in the early stages of a new partnership with a school inFrance and a similar area has been created to display that correspondence.

Section Three: Geography at our school

The children regularly exchange information about their school life and experiences of living in their countries so that they can

compare and contrast geographical differences in surroundings between the

two schools.

Children are able to draw comparisons between the two different geographical settings:

our school and theirs.

Page 30: South farnham school application

Display celebrating the work received from our link

school in France.

A map encourages children to consider

the location of the link school. They are then able to use the large

canvas map to explore the location of the

country in relation to where they live.

Page 31: South farnham school application

The overall profile of geography within theschool has been raised. Beautiful, interactivedisplays within classrooms and corridors area regular sight. In addition to the centrallylocated three metre by two metre worldmap a large globe hangs impressively in anarea where it is seen on a daily basis.

Recently a new canvas map of the BritishIsles has also been carefully positionedwhere children are able to take the time toconsider the position and location of certaintowns and cities. All three are enjoyed andused by staff and students alike as part oflessons and general discussions about theworld’s countries.

Section Three: Geography at our school

Page 32: South farnham school application

Both children and staff are regularly seen

researching the locations of different

countries.

This prominent feature encourages talking points surrounding geographical issues.

The globe hangs proudly in a stairwell passed by the majority of students

daily.

Page 33: South farnham school application

Successful geography displays inspire children to explore topics further.

Displays also support children who may need help to retain or access

the information explored.

Interactive displays pose thoughtful

questions to engage the children.

Page 34: South farnham school application

One of the aims of the geography team was to encourage children torelate the knowledge they learn to world issues and to consider what can bedone to help at a local level. With this in mind, the geography co-ordinatorand team set up an eco-council who meet on a regular basis to discuss the‘green’ needs of the school and local community.

The Eco-School Action Team is run by the children with the support ofparents, teachers and the governing body. These ambassadors for geographyhave been part of many successful projects including the re-development ofthe pond area, ways to increase the diversity of species found within theschool grounds and are embarking on an exciting project to re-design theschool courtyard so that it can become an area to facilitate geographicalenquiry. These children take pride in what they do and regularly share theirideas with the other children within the school.

Section Three: Geography at our school

Page 35: South farnham school application

The children are creating bug boxes as part of the re-

development of the school pond.

This encourages the children to consider the

important issue of sustainable development.

Through the use of recycled

materials they are able to

consider how this benefits the

environment around them.

These areas then provide an opportunity to for the children of Year Four to directly study different

habitats within the school grounds.

Putting the creations into place.

Page 36: South farnham school application

Geography continues to prosper and develop within our school; the

process of reviewing targets and setting new ones is continual.

All staff at the school are keen to continue to ensure that Geographyremains a focal point of learning within day to day school life.