How the PGQM Geography

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How the PGQM Geography
in your school
can support you to enhance the quality of
Wendy North, Primary Curriculum Development
Leader Geographical Association Annual Conference
Manchester 17th April 2009
2009
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Promotes Enjoyment of Geography

• Pupils are enthusiastic and enjoy their
  experience of geography

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The Local Area
Year 3 Local Area topic Footprints showing the
street features of pupils journeys to school.
Portway Junior School
Evidence for C3a
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Pupils created a map in pairs of the main
features of Kalpanagar the Magic Rickshaw
story was read.
Pupils thought carefully about the main
characters feelings throughout the story, adding
emoticons to their Local Studies maps along with
appropriate picture images.
http//www.geographyteachingtoday.org.uk/curriculu
m-making/teaching-ideas/music-an-indian-journey/
Mushir and the Magic Rickshaw
Evidence for C3c
Plan a musical composition associated with the
story.
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1b Evidence in the school shows that geography
is valued. SEF the kind of learning environment
the school seeks to provide
Also shows significant evidences for 3a
Two Rivers Special School
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Supports excellence in geography and across the
curriculum
Foundation Stage Austrey Primary School Google
Maps proved an excellent resource for showing the
children a real river.
We discussed what the map might be showing, Katie
said
Its here, England
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.
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Stream Building

• Armed with trowels, in small groups we start to
  dig the stream.

I didnt know it was going to be this hard
work!
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Weve found loads of worms! Ive found a
really tiny one.
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• We sprinkled in sand and pebbles.

Its like adding chocolate chips!
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• Then we collected water in watering- cans and
  buckets.

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Theres a deep bit at this end.

• The water was poured in carefully.

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• We tried to make it look like the story, about
  the little red boat.

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Encourages Geographical Thinking

• Spatial awareness
• Making connections
• First hand experience
• Making sense of the world
• Link learning across the curriculum

Thornton Dale CE Primary School
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Humphrey Head
How did all these dead trees get here? The water
is not strong enough to move them.
Although there was lots of green above the stream
nothing was growing on the rocks next to the
water.
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• We followed a mountain stream. The best bit was
  getting wet and jumping in to see how strong the
  water was.
• Although we tested out what the stream could
  move by dropping different sizes of material into
  the water. There was no way we could move the
  bigger branches and the stream was not moving
  them.
• There was nothing growing on the sides of the
  stream and so we thought that the water could
  sometimes be a lot higher. When we got back we
  decided to look at the rainfall to see if there
  could be more water in the stream. We knew that
  when Pickering and Thornton Dale flooded and the
  school shut there was a lot of rain so decided to
  look at the rain in the Lake district.

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• When we looked at the monthly rainfall figures
  we could see that there was a lot of rain in
  summer as well as winter. That did not tell us
  why the trees were there as we were there in May
  and there was not a lot of water. We would need
  to see if a lot of rain fell in a short time
  which would then make the river rise.
• We had trouble trying to find measurements which
  were not averages. The one we used was from
  Cumbria house which showed daily rainfall. We
  could then see if there were several days when it
  rained a lot and there would be more water in the
  river. News reports of flooding where cars were
  washed away mentioned flash floods when a lot of
  rain fell in a short time. So we think this is
  how the trees got here.
• Tom and Michael

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Is concerned with Geography for today and not
yesterday

• Geography that is
• made to come alive for children
• builds on an understanding of childrens
  everyday geographies and helps to enhance
  geographical imagination and thinking
• concerned with their lives, their futures, their
  world

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Is concerned with Living Geography

• Often starts with local but is set in the context
  of the global (community)
• Concerned with how our world is changing and
  whether this will lead to a more sustainable
  future for ALL

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Developing active and informed future citizens

• No more relevant subject in the curriculum.
  David Bell

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A framework that guides you towards achieving
quality geography for all

• Sound framework for evaluating the curriculum and
  prioritising your action plan

• Evaluating

Prioritising
Collaborating
Taking action
Reflecting
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Self assessment framework
http//www.geography.org.uk/eyprimary/primaryquali
tymark/self-assesmentframework/
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Provides a focus for all staff to work together
on geography

• CPD also supports whole school issues
• Sustainability
• Community Cohesion
• Integrated curriculum

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Discover excellent ideas for teaching geography

• Discover innovative ideas that have been shared
  by PGQM schools through membership of the PGQM
  VLE site

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Join and be part of a community of practice

• Link to other work of the GA
• Conference
• GTT website
• Primary Champions
• Local networks
• Personal accreditation

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... and finally Celebrate
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Going for the award
http//www.geography.org.uk/eyprimary/primaryquali
tymark/gettingstarted/
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Achieving the quality mark

• Begun in 2006 so far 156 primary schools have
  achieved the award

2009
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Geography

• a subject to be proud of