1. Exminster CommunityPrimary SchoolPrimary Geography Quality MarkBronze Award 2014

2. Intro : What is Geography like at Exminster?InspiringInclusiveGlobalCreativeCrosscurricularPupil ledEngaging 3. What is Geography like in our school?Achievement: A1: KnowledgeMystery Locations PlaceknowledgeMaps, photos , aerial photosand grid references were allplaced around school forchildren and parents toresearch the names ofMystery Locations.Geography week began withan assembly with a landmarkquiz Year 6 had planned.This shows whole school /community engagement andparticipation.DisplaysMain door -mapping wherethe children ofExminster havebeen / lived.Encouraging placeknowledge anddiscussion as theywalk through thedoor. 4. Achievement: A1: KnowledgeWhat is Geography like in our school?All staff have high expectations of childrens achievement and understanding. Objectives are chosen appropriatelyand 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 =Whats 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 maintainshigh expectations by teaching new skills/ knowledge and whatthe children would like to learn. 5. What is Geography like inour school?Achievement: A1: KnowledgeYear 2 : Under the sea : To know and label oceans.Children know major oceans and are able to show their furtherunderstanding through facts and map work.This shows clear objective but high expectations encouraging extra facts.Year 1 : Special places to usLocation knowledge and map workUsing a floor world map, children worked as a classto place their special places around the world.This shows similarities and differences discussion,Geographical language and location knowledge. 6. What is Geography like inour school?Achievement: A2: SkillsReception: LondonICT / DisplayChildren programmed the Bee-bots totravel around their models of Exminster.This show cross curricular links and ICT.Year 6 : Natural Disasters projectsSkills : Mapwork and ICTLaptops were used to research and present theirlearning.This shows Independent choice and high expectations.Atlases have been chosen to be used to extractinformation needed.Tablets mapping software available in all classroomsvia laptops or tablets. 7. ProgressionYear 1: LandscapesModels to aid drawing maps.This shows activities for different learning styles toaccess map work.Reception: Display - MapJunk models show buildings in Exminster. Placedon a route to create a map.This shows how map work has been taught usingtheir locality and linked to junk modelling objectives.The children could choose and photograph placesthey knew and made this 3D map. 8. ProgressionYear 3: Exminster FieldworkCreating our own sketch mapsThis shows the progression in map work further.Year 3 have sketched their own maps and marked keyfeatures in the village. They have also marked theroute we took during our fieldwork.Children in Year 3 have shown progressionthroughout the year in this area.The top key from Autumn Term, shows a simplecolour coded key and the bottom photograph showsindependent work using symbols. 9. ProgressionYear 6 : NaturalDisastersFolder Projects.This shows high levelmap work usingcoordinates,independent researchand graphing data(cross curricular links). 10. Achievement: A2: SkillsAtlas / Map WorkCarefully chosen threedifferentiated levels ofAtlas throughout theschool.Year 1 researching theirspecial places and Year 4choosing contrastingcoastal and urban holidaylocations for project.Year 2 : Exminster field workFieldwork Enquiry /ICT/GeographicallanguageChildren investigated What jobs dopeople do in Exminster? They then wereable to use Digimaps program to findtheir route, features they know andlocate the places people worked.This shows enquiry, field work and ICTmap skills.Children in every year group use Googlemaps or Digimaps. 11. Some examples of fieldworkAchievement: A2: SkillsYear 1Fieldwork orienteering around schoolgroundsYear 5Fieldwork Dawlish Warren.How is climate change impacting on ourrivers and coastlines?Year 3Fieldwork Exminster.Locality walk creating own sketch maps.Where should we place a campsite?Year 6Fieldwork Residential Barton HallOutdoor adventurous activities,orienteering, map work, workingtogether and critical thinking. 12. What is Geography like inour school?Achievement: A3: Values and AttitudesPUPIL VOICETICKLED PINKIn 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 havenever been to. Linking our learning to real lifee.g. fieldwork. Whats In the News assemblies /watching Newsround in class.GREEN GROWTHI would like more Treasure hunts with compasses Learn about other countriescultures. Find our about rivers in differentcountries Go out on more visits/ moreexperts and visitors come in. Drama based activities. 13. What is Geography like inour school?Achievement: A3: Values and AttitudesYear 5 : Coasts Climate changePupil Voice prior to start of Coastal unit.At the end of the term, classes complete Pupil Voice about what they would like tolearn 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 ClubYear 4-6Weekly experiential opportunity forchildren with special educationalneeds to participate in supervisedpupil led decisions and activities.E.g. What shall we grow in ourallotment?This shows -Weekly fieldwork andconfidence building, participationand decision making. 14. What is Geography like in our school?Achievement: A3: Values and AttitudesGeography WeekCross Key Stage Class swapChildren share their learningand experiences with otherpupils.These positive sessions boostconfidence for all childrenand enthuse the youngerones about future learning!Geography WeekCross curricular sharing across Key stage.Year 6 show Natural Disaster experiments toimpressed Year 3!This shows sharing across key stages and crosscurricular learning.ENTHUSIASTIC CHILD LED HOME LEARNINGHome learningSee appendix (1.2) 15. What is Geography like inour school?Teaching : T1: Knowledge Subject Leader Geography graduate(KS2) and NQTGeography specialistshadowing (KS1)ensures coverageacross the school.INSET providedvaluable recappingof Map skills, ICTknowledge etc.Staff then completedCPD forms forfurther support e.g.using local areas forfieldwork. Guidancethen provided . 16. Year 5 : CoastsInvestigating the impact of erosionusing acetates to explain how thecoast has changed over time.This shows map interpretationskills/understanding physicalprocesses/world is constantlychanging.This evidence is one example of therange of angles we approachGeographical skills from e.g.Historical map analysis.(App 1.8)Teaching: T1 and T2 17. Teaching: T1 and T2Year 3: Creating our own sketch mapsSEN children create simple visual sketch map with LSA. Focus on Level 1 objectives of sequencing andGeographical vocabulary for our village.This evidence shows inclusive differentiated outcomes for all children to achieve. 18. Teaching: T1 and T2Year 5: CoastsInformation gathered to explain coastal process through teaching and fact finding. Child led presentationof investigation outcomes.This evidence shows strong subject knowledge from teaching, enquiry led investigation and cross curricularlinks Literacy explanation texts. 19. Year 3 planning linked toIf the world was avillage. Variety ofteaching methods toenthuse children. SeeAppendices 1.3Teaching: T1 and T2Year 3 : Exminster vsBirminghamHuman and Physical sourcesearch. Sources unfamiliar to thechildren were used to contrastwith another location in UK.This shows challengingstereotypical thinking.Why does the city have amosque? Interactive activityencouraging geographicallanguage.Year 4Discussionpromotingimages to useas lessonstarters =Criticalthinking.Teachers use a variety of teaching methods and make connections to enhance interest,enthusiasm and the childrens personal experiences. Quizzes, projects, anagrams, true or falsecompetitions are just a few. 20. Teaching: T1 and T2Year 4 : Coastal Vs City TourismIndependent Project work to research twoholiday locations within a budget. Map work, research, ICT, teamwork and Maths.This shows the children have researched tocarefully consider different factors , includingbudget to plan to very different holidays.This task was real life experience for thechildren to consider the differences inphysical and Human Geography of locations.E.g. coastal fun can often be free!The children really enjoyed using the internetto learn how to book train tickets and hotelsto keep within a budget. 21. What is Geography like in our school?Teaching: T2: SkillsYear 3 Pupil Voice for next term. Planning theninformed. Topic link / Science link to Rocks and soilexperiments / Maths link to World temperatureinvestigation.Year 2 teachers had planned to goto Exmouth Beach for a Seasidefieldtrip but Pupil voice showedpirate interest. Brixham trip nowto visit seaside with pirate link.Year 3Drama role play to support critical thinking anddiary writing. Creating shelter from the PhilippianTyphoon. Child in this class has family in the areahit. 22. Year 6 : Human Geography Charity Projects. Teaching: T2: SkillsYear 6 : Apprentice Natural Disaster Charity ProjectsYear 6 chose and researched a country with a particular need, e.g. Philippians Typhoon Relief, that they feltpassionate about. They researched the human and natural causes. They then created and presented apprenticestyle pitches to our Head teacher, class teachers, Charlotte from Christian Aid and Humanities Coordinator fromour secondary feeder school to present their groups emotive and persuasive charity pitch, research andteamwork.This shows engaging teaching , cross curricular learning, current global issues, empathy through cultural differences, participation /decision making and community links. 23. Teaching: T2: SkillsDifferentiated orienteering across the schoolYear 1 Birds eye map and route givenYear 2 Independent map reading skills withphotograph clues for less able.Year 4 Flag knowledge orienteeringYear 6 Compass orienteering 24. Teaching: T2: SkillsReception: Comparing London to ExminsterThis shows enthused children, engaging teachingand cross curricular learning in Foundation-DT/Maths/Literacy/Phonics/ICT.I have been ona train to travelto London.I can nameplaces inLondon and askquestions tolearn more.We can make a3D map ofExminster! 25. I can nameplaces inLondon and askquestions tolearn more.We can make a3D map ofExminster!Year 5 CoastsGeographicallanguageKeyquestionsLocal imagesExamples of goodGeography explainingphysical processes 26. What is Geography like inour school?Teaching: T3: Values and attitudesAssessment inGeography atExminsterPeer Feedback In class Across the year group Across Key stages Together TimeassembliesTime given to read teachercomments and respondPinkhighlighting =tickled pinkGreenhighlighting =growthSkills progression inmaps/fieldworkassessment infoprovided at staffmeetingsSelf Assessment at end ofevery lesson. Differentiatedappropriately 27. Teaching: T3: AssessmentA1: Knowledge Assessment inSchool marking policy makes it clear tochildren if they have reached lessonobjective.G Got itA Almost thereP PractiseGeography atExminsterWhole School Colour coded objective coverage linked to assessment.Each child is assessed against the key skills and entered every term intothis Key Skills Grid. (Names blacked out.) This informs subsequentteachers as well as planning requirements during the year.Children aregiven feedbackabout thelevel/whetherthey areexceeding/reaching orworking belowexpectationsduring lessons/ throughoutunits. 28. Geography supporting positivebehaviours and relationshipsBehaviour and relationships: B1: KnowledgeYear 3 : Locality Walk Creating our own sketchmaps and campsitelocation.Children complete theirown risk assessment whichhad to be signed off beforegoing on the trip.This shows children'sunderstanding of risk intheir environment.Exminster Travel Plan 2012Children involved in the processof improving safety in theirlocality. The signs are now up inthe village. 29. Geography supporting positivebehaviours and relationshipsBehaviour and relationships: B1: KnowledgeExminster Building Development 2013/2014 Sharing information with community Safety assemblies led by site manager Safety poster competitionPositiverelationshipsand culturaldifferencesSEAL focusedRainbow daycelebrationsWhole termdiversityassemblies 2012InternationallinksEco andschool council 30. Behaviour and relationships:B2: Skills A1: KnowledgeInternational Link School Birqa Jato. EthiopiaChildren create, send and receive resources and photos to both share andfurther 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 JatoWe are writing to say thank you very much for the alphabet book you havesent to us at Exminster School about your lives in Ethiopia. We reallyenjoyed sharing the book as a class and now other classes can enjoy andshare it too.We were really interested by the Injera - Ethiopians usual food, becausewe have never heard of it before. Could you please tell us a little bit moreabout it. We also talked about the Yolk. We had never heard of that anddiscussed our experiences of farming/ going on farms. Our tables are higherand we sit on chairs and push them underneath. We noticed yours is a littledifferent as it is much lower and the chairs are around it. Although we dohave a similarity that we share mealtimes around tables.They also asked we sew with needles - What do you use them for? Howmany vultures do you see in your village? We are by the sea so have lots ofseagulls. We have zebras but only in the zoo. One they found reallyinteresting and promoted a lot of discussion was.. Why do you need toprotect yourself from worms?Please take the children's numerous questions as curiosity rather than anynegative reflection on your book. We had a brilliant discussion about whatyou had for each letter and what we would have. They are keen to becomepen pals and would like to write some letters next half term.Kind RegardsClass 3NJ and Kate NowellYear 3 Teacher / Geography Co-ordinator.Exminster Primary School.National LinksWe are developing our links with otherschools nationally . Particularly withcontrasting physical , cultural andreligious factors to increase thechildrens experiences of culturaldifferences.E.g. Links with schools in Birminghamand Bristol. Children chose to searchthe schools using Streeview and thencreate questions to email them. Theynow would like create a film. 31. Behaviour and relationships: B2: SkillsCritical thinkingand enquiryYear 6Whichcharity ismostdeserving?Year 5ShouldExminsterMarshesbe a SSSI?Year 2Is the Isle ofColl a betterplace to livethanExminster?Year 4Do coastsmake betterholidaylocations thancities?Should LindenHomes havebuilt a housingdevelopmentin Exminster ?Will it createmore jobs?Year 6Are there anybenefits from avolcaniceruption?Year 3: Philippian TyphoonLetter to someone special aftertyphoon has hit.This shows the outcome fromdrama and hot seating .Geographical skills to createempathy . 32. Behaviour and relationships: B2: SkillsCritical thinkingand enquiryYear 3Where should a campsite be built in Exminster?Fieldwork / map skills / ICT skills using Digimaps / debate.The landmust beflatBut this isalready arecreationgroundThe marshesare too wet. Itis a floodplainThere is roadaccess hereYear 3: Locality fieldwork Where should weput a campsite?Own sketch map with acetates used to showcampsite location.This shows map work and children discussedand debated why their location was best.This place is quiet and flat. 33. Geography supporting positivebehaviours and relationshipsBehaviour and relationships: B3: Attitudes and ValuesPARTICIPATIONExminster is verymuch a communityschool and the rootsof the community =the childrenSchool Council vote forcharities to supportThis year so far Hat Day for PhilippianTyphoon Relief Nayamba School, Zambiatoothbrush collection/toysale. (App 1.9)Playgroundinput into allocationand running ofplayground areasInvolvement /competitions linked tonew buildAllotment ClubGardening ClubPupil VoiceInforms planningLeads learningInterview panelsfor new teachersVisitors linked tofamiliesEco Council School Council 34. ECO COUNCILFairtradeconferenceCan we get a grantfor composting?Lets find out!New recycling binsDevon waste freelunch weekBehaviour and relationships: B3: Attitudes and ValuesIs it sustainable to usepolystyrene /paper forFish and Chip Friday?Lets contact thesuppliers!Waste Audit alsocompleted recently thisYear 2014.Switch off WeekPromoting GreenBehavioursEco Award 35. Subject LeadershipLeadership : L1 and 2: Knowledge and skillsStaff INSET Resources AuditStaffDevelopment/ SupportRequestsGA membershipJournal research-Corsham Primaryhook days tolaunch unitsICT Softwaretried and tested.(App 1.6)DIGIMAPSshown at INSET.GeographyWeek (App 1.7)Member ofGeographyChampions for CPDGovernor liaisingmeetings to developGeography (App1.4)Governor learningwalk whole school(App 1.5)Support withplanning tomeet objectivesSubjectmonitoring planning trawlsContacts madewith Dawlish CC main feederSecondary schoolNew curriculumdevelopment 36. Subject LeadershipLeadershipStaff Geography Inset pptNew curriculum and vision discussed withfocus moving to all planning having a Hookquestion / challenge / line of enquiry tobegin. Linked with Pupil Voice also.Local issues:Linden HomesNew HomesBuildingDevelopmentVisits 37. Subject LeadershipLeadership VisionWe believe through Geography our children will Be equipped with skills, knowledge and understanding to investigate, question and make sense of the worldaround them. Understand that they are citizens in an interdependent world which is constantly changing and the role they playin 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 andhuman 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 societyAs mentioned in the Next Steps part of the application form , we are currently in the process of implementing the newcurriculum and forming long term plans for 2014/1015. My next step will be to meet with our Humanities link governorand a focus group of children to review and gather their views about Exminsters vision for Geography.