in Primary Geography

1. The PGQM inPrimary Geography Leading the way

2. The Geographical Association developed the Primary Geography Quality Mark to support subject leaders who want to develop, evaluate and gain recognition for the quality of their geography curriculum.

3. Key principles  • identify and celebrate good geography • provide a framework for subject leaders/coordinators to analyse the strengths and weaknesses of the geography curriculum • improve for all pupils the quality of the educational experience through geography • raise the profile of geography within the primary curriculum …and in particular its contribution to citizenship, sustainable development, global dimensions, cultural and social inclusion, using and understanding technology, and in imparting a wide range of skills. Methodist School, Wakefield

4. The PGQM is underpinned by a Self-Assessment Framework Used in conjunction with the frameworks Audit Checklist document the framework acts as a tool to help subject coordinators identify areas requiring development.

5. The PGQM Framework • The characteristics of geography in your school • Pupils achievement and how you know (assessment) • Fieldwork, active enquiry learning & use of ICT • Engaging pupils with critical & creative thinking about people & places, sustainability and possible futures • Core geographical knowledge • Geography contributing to enjoyment and achievement • Subject leadership and management • Leadership and vision • Ensuring the vision is put into practice and has an impact on pupil learning (subject monitoring & CPD)

6. The PGQM framework has been used by: • School Leadership Teams who want to engage in a process of whole school supported self-review. • Teachers who are new to the coordinating role and want help with developing geography in their school. • Subject Leaders who want to lead their school through the process of applying for the Quality Mark.

7. How the PGQMGeography can support you to enhance the quality of in your school

8. It provides a focus forall staff to work together on geography • and on whole school issues: Sustainability Local/ Global Learning An integrated curriculum with geography at the core

9. Promotes Enjoymentof Geography Pupils are enthusiastic and enjoy their experience of geography Getting ready to ‘fly’ to Mexico

10. Involvement enables you to discoverexcellent ideasfor teaching geography shared by other PGQM schools on the PGQM VLE

11. Encourages work in The Local Area especially fieldwork Year 3 Local Area topic: Footprints showing the street features of pupils journeys to school.

12. promotes map-work and graphicacy as essential parts of geography Two Rivers Special School

13. Supportsexcellence in geography across the curriculum with examples of evidence you can share Exemplar evidence: Foundation Stage pupils usedGoogle Maps and a relevant book which proved an excellent resource for showing the children a real river. They knew from the story, ‘The Journey’ , where and what the estuary was. Some noticed that the river got narrower. I used the words they had been using to sketch a map of a river. We discussed what the map might be showing, Katie said: It’s here, England

14. Promotes connected cross-curricular learning Exemplar evidence: Mushir and the Magic Rickshaw In pairs, pupils created a map of the main features of Kalpanagar & the Magic Rickshaw’ story was read. They thought carefully about the main character’s feelings throughout the story, adding emoticons to their Local Studies maps along with appropriate picture images. Finally they planned a musical composition to go with the story http://www.geographyteachingtoday.org.uk/curriculum-making/teaching-ideas/music-an-indian-journey/

15. How could this stream move this tree? Why do the rocks near the water have no vegetation? Looking on the stream bed – what is it made up of? How and when does sediment move? This links to our work on rivers in year 6. Encourages GeographicalThinking Exemplar evidence: • Making sense of the world through first hand experience • Spatial awareness • Making connections • Creative & critical thinking • Investigating issues

16. Seeks to developactiveandinformedfuture citizens Exemplar evidence: The energy team at Eastchurch Primary School

17. If you decide to apply for the award – which level should you aim for?

18. Your school will have a small, but core, group of people committed to teaching geography well. This group has an enthusiastic subject leader who is keen to raise the profile of primary geography and to share this enthusiasm with pupils, colleagues and governors. At the heart of this development will be the feeling that a geographical way of thinking about the world is both fun and essential learning for living in the world today.

19. There is a whole school commitment to teaching geography well and to the ongoing development of subject understanding. Playing a leading role is a subject leader who has actively led geography for at least the last two years and had a significant impact on the development of the geography curriculum. The majority of staff and children are enthusiastic about geographical learning, and there is a strong sense that geography has become embedded in the curriculum across the school.

20. Geography is well embedded across the school and has been the focus for active development for at least the three years prior to the PGQM submission. The school’s expertise is making a contribution to the development of geography in other primary schools. The school leadership team and governors support an application for the Gold award to celebrate the schools status as a Centre of Excellence’.

21. PGQM Timeline • This timeline gives an overview of the PGQM from start to finish including ideas of what you could be doing and when.

22. If you decide to Register for the PGQM • Schools usually register 2-3 terms before they are ready to submit their applications. During this period they will perform a subject audit using the Audit Checklist document, prepare their action plans and start putting their developments into practice. • Before you register you can access the Audit Checklist at: http://www.geography.org.uk/eyprimary/primaryqualitymark/gettingstarted/ • Note: this document should ideally be used in conjunction with the Self-Evaluation Framework which is only available with all the other documentation required to apply to GA members and PGQM registered schools on the password-protected VLE. • Contact Julie Beattie to set up a free account (GA Members only).

23. Applying for the award Registration Form can be found at http://www.geography.org.uk/eyprimary/primaryqualitymark/gettingstarted/ Complete and return this form together with the appropriate registration fee to Julie Beattie at the Geographical Association (full address on form). Registration deadline each year is 31 October. Award applications must be submitted by the following April. Don't forget - your school must be a GA member to register for the PGQM

24. Completion of the PGQM Application Form (based on the self-evaluation criteria) is the basis of your submission for the award. You will also be asked to provide evidence of pupil work, planning and other relevant school information. • the AUDIENCE for the application is the GA appointed school moderator (someone who is passionate about primary geography) … and

25. … your PURPOSEis to: • celebrate the characteristics of geography in your school • show how effectively children learn geography and whether they enjoy their learning • communicate how you provide for quality learning in geography and whether your provision is having an impact on children as learners • demonstrate how effectively the subject is led and managed

26. If you are interested in finding out more about the PGQM • Contact jbeattie@geography.org.uk for further details. • or go online at http://www.geography.org.uk/eyprimary/primaryqualitymark/ to register your interest.

27. Further support? • If you want to continue to develop geography why not join the Primary Geography Champions Network : http://geographychampions.ning.com/