Application

A1 Knowledge (GLP A1)
Key indicator: Pupils have good knowledge, appropriate for their age, of where places are and what they are like. E.g.
places and contrasting localities at relevant scales of enquiry, UK - global.
The achievement and attainment in geography of pupils
at Shrubland Street is generally good, and this is
something that is rapidly improving. Children are
introduced to geographical principles very early - in the
Early Years curriculum as part of their thematic
approach, where emphasis is placed on the children’s
immediate surroundings to develop a sense of place. In
KS1, children further develop their sense of place and
location by taking part in a study of their local area (see
Appendices 3 and 4), which is then developed by
studying a contrasting locality, such as a seaside
location.
KS1 children use iPads to
explore maps of the
local area. (A2, A3, L3)
KS1 children go on a walk
around the local area to spot
physical and human features.
(A2, A3, T1, T2, B1, B3, L3)

A1 Knowledge (GLP A1)
Key indicator: Pupils have good knowledge, appropriate for their age, of where places are and what they are like. E.g.
places and contrasting localities at relevant scales of enquiry, UK - global.
In KS2, there is a clear progression of geographical
skills and knowledge that develops pupils’
understanding of global locations, including
knowledge of continents, physical features, how
humans interact with the environment as well as
how locations in the world are interdependent.
Children engage with a curriculum that has a strong
sense of location as well as finding out what places
are like, and what is happening to these places i.e.
environmental issues (see Appendix 6).
Year 3 and 4 children use atlases
and physical maps to locate
continents and mountain ranges
around the world. This unit of
work began by looking at
mountain ranges in the UK. We
then talked about mountain
ranges that the children knew
about as they were from, or had
travelled to, different countries
around the world, making the
learning relevant to the
experiences of the pupils (see
Appendix 7). (A2, A3, T1, T2, L3)
A Year 5 and 6 display of geography-based enquiry
writing (see Appendix 6). The children explored the
use of the Amazon Rainforest, its physical features
and the how the environment is changing through
human interaction. (A2, A3, T1, T2, B1, B3, L1, L3)

A2 Skills (GLP A2)
Key indicator: Geographical enquiry and skills: fieldwork, mapwork, critical thinking and the use of ICT; are used to
support achievement in geography
KS1 and KS2 children use a range
of ICT to support their learning in
geography. Netbooks and iPads
are used for research,
presentation and using
interactive maps, data loggers are
used to allow children to carry
out enquiry and investigative
activities and interactive
whiteboards are used to support
both teaching and learning in the
classroom (see Appendix 8).
(A3, T1, T2, B1, B3, L1, L3)

A2 Skills (GLP A2)
Year 5 and 6 children on a
fieldtrip to the local river to
investigate the difference of
the velocity of the river on a
straight and on a bend (see
Appendix 9).
(A3, T1, T2, B1, B3, L1, L3)

A2 Skills (GLP A2)
Year 4 children practising using
compasses to develop their
directional skills.
(A3, T1, T2, B1, B3, L1)
Year 3 and 4 children exploring ordnance
survey maps of the local area to develop
their knowledge of map symbols and keys
(see Appendix 10).
(A3, T1, T2, B1, B3, L1)
KS2 children using physical
maps to develop their
understanding of patterns
in landscapes.
(A1, A3, T1, T2, B1, B3, L1)

A3 Values and attitudes (GLP A3)
Key indicator: Pupils' positive attitudes towards geography support progress within and between stages of learning. E.g.
to the next year group, key stage, school.
Pupil attitudes towards geography is overwhelmingly positive, and this is something which has rapidly improved this
academic year. At the beginning of the school year, in October 2013, a series of pupil interviews revealed that the
children valued geography, were enthusiastic about their learning in this area, and could see the relevance of this
subject to their lives. However, it was clear that as a school we did not do enough hands-on, real-life fieldwork activities
to engage our children with geography, as this was something that nearly all children who were interviewed mentioned
that they would like to do more of. As such, this was an area that the whole school decided to be an area of
development this year. A second set of pupil interviews done in April 2014 showed that the children had an increased
understanding of geography, as well as more developed geographical skills (see Appendix 11). The KS1 children were
particularly enthusiastic about their fieldwork in the local area, and expressed excitement about learning about
different environments. They also were able to talk about their use of maps and how this might develop in the future, as
well as how they are now able to identify human and physical features in the local environment. This is a solid
foundation of geographical knowledge to support progress when they move into KS2.
Lower KS2 children were able to talk about their growing knowledge of the world and physical processes, their growing
geographical vocabulary and their ability to name and locate important physical features around the world. They also
discussed their use of the different types of maps they have used i.e. physical. Upper KS2 children were able to discuss
their developing geographical skills such as exploring the effects of the environment on people, such as flooding, how
humans interact with physical features, and their developing map reading skills. One pupil commented that he wouldn’t
have been able to take part in the orienteering activity on a recent school residential to Manor Adventure. The older
pupils in the school were very positive and articulate about geographical skills being life skills that they will need in
many real-life situations. These very positive attitudes that the children have developed during their time at Shrubland
Street will prepare them very well for their transition to secondary school and will support further progress that they
will make.
One of the after-school clubs we run is ‘All Around the World’, which promotes geographical knowledge and skills that
support the progress they make within and between stages of learning. This club has been running throughout this
academic year, and has been very well attended (at least 15 children every week).
(A1, A2, T1, T2, B1, B2, B3, L1, L3)

Manor Adventure residential for upper KS2 children, runs every two years, so all children have the
opportunity to go on this trip during their time at Shrubland Street.
Orienteering and outdoor pursuit activities
develop pupils’ positive attitudes towards
geography as they interact with the environment
and develop positive and collaborative behaviours
and relationships. (A1, A2, B1, B3, L3)

Dunfield House residential for KS1 runs every year, so all children have the opportunity to go on this trip
during their time at Shrubland Street.
Den-building and
outdoor activities
allow KS1 children to
interact with the
environment and
develop positive
attitudes towards
geography.
(A1, A2, B1, B3, L3)

T1 Knowledge (GLP T1)
Key indicator: Teaching is underpinned by good subject knowledge. The teaching of core geographical knowledge
underpins children’s learning about the world.
The subject leader takes responsibility for ensuring good subject knowledge, and is proactive in keeping up-to-date
with current geographical issues, and encourage children to do the same; on the school website is an area
with links to websites which talk about geography in the news. Renewing our school membership to the
Geographical Association has helped with this, as does the regular email updates and issues of Primary
Geography. We have used ideas from these publications, for example we used the key text of The Bog Baby as
part of our ‘Amazing Discoveries’ theme; this was a text the subject leader saw in the Spring edition of Primary
Geography magazine.
This year at Shrubland Street, with an increased focus on geography key skills, children have had lots of
opportunities to develop their core geographical knowledge of the world. Children have access to a range of
maps, atlases and ICT to support their learning of the world around them. With a large focus in the new
curriculum, of locational knowledge, children’s knowledge of places and locations in the world has developed
significantly this year.
Children have many opportunities for practical geography where they interact with the environment and learnt
about the world around them, such as residential trips to Manor Adventure, France, Dunfield House, fieldwork
visits in the local area, or in the school grounds.
Our children have a developing curiosity about the world, are able to ask questions, make observations about
human and physical features, and use sources to answer their questions.
Why does the environment
look like this?
What physical features
are there?
What sources could I use to
answer my questions?
What plants and animals
might there be?
What effect have humans had
on the environment?

T2 Skills (GLP T2)
Key indicator: Teachers apply their skills through effective pedagogy and 'curriculum - making' to provide relevant and
effective content.
Having attended the Outstanding Teaching and
Learning course as a whole staff at Manor
Primary School, we have a very good knowledge
of effective pedagogy of all curriculum subjects.
We have regular staff meetings where we share
examples of good practice and talk about what
teaching and learning methods we will try next.
We as a whole staff, see the value in keeping
things fresh, and using effective pedagogy that
engages and challenges pupils at all levels.
In terms of geography, we have staff meetings to
discuss the mapping of our curriculum, led by the
subject leader, while giving all staff opportunity
to have a say in what they feel is relevant subject
content for our children to learn and experience.
Our children are at the heart of what we plan,
making sure that all geographical based enquiry
and subject content are pertinent, effective and
valuable for our children, based on their previous
experiences. (T1, T3)
Children are encourage to keep abreast of current
geographical issues in the news, and where
possible, we incorporate current issues in the
classroom.
A recent example would be the flooding that
occurred this Winter/Spring. There was localised
flooding within our region, mostly in the rural
areas. As Year 5 and 6 were studying rivers for
their geography work, it fitted in very well to our
topic. We researched and explored what caused
the flooding, how people and the environment
are affected, and what could be done to prevent
it, or minimise damage in the future. The pupils
were very engaged by this, as the majority of the
pupils had dome first-hand experience of
flooding, which we used as a basis for our
discussions (see Appendix 12).
(A1, A2, A3, T1, T3, B1, L1, L3)

T3 Values and attitude (GLP T3)
Key indicator: Teachers enjoy the subject and convey high expectations: assessment is valued as an essential tool in
planning and monitoring pupils’ progress.
All teachers have high expectations of children in all curriculum areas; classroom and corridor displays are
evidence of this, with excellent examples of high quality pupil work on display that promotes self-esteem
and gives all children a high standard to aspire to.
I love seeing my geography
work up on the wall. I want to
make my next piece of work
even better.
Examples of high quality
classroom displays of
geographical learning.

In the last two years, we have moved
towards a more skills-based curriculum. In
doing so, we have been supported by Chris
Quigley success criteria. As a staff, we feel
this is a valuable tool for ensuring coverage
and progression of skills when planning, as
well as providing us with clear criteria for
assessing pupils’ progress and attainment.
We use geographical skills as a success
criteria for the children, allowing them to see
what skills they are working on, as well as
their next steps. It is whole-school practice to
present the relevant lessons’ success criteria
to children at the beginning, or during a
geography lesson. This is then used for pupil
self and peer assessment, and has proved to
have a very positive impact upon pupil
achievement and progress, as it is a tool that
empowers children to take ownership of
their own learning and to see what their next
steps are. Pupil interview responses
(Appendix 11), show how confident children
are in talking about how well they are doing
in their geography learning, and how the
targets and success criteria have impacted
upon their metacognition.
Seeing the success criteria every
lesson helps me achieve the best
that I can. I always want to
challenge myself to achieve the
top level.
I use the success criteria to
assess my own learning. Then I
know how well I’ve done and
what I need to do next.

At present, individual teachers carry out informal assessments at the end of a unit, with children’s work
being assessed against the Chris Quigley success criteria, which correspond to National Curriculum levels.
At the end of the year, a formal summative assessment is made on the pupils’ attainment and progress,
which is communicated to parents via the end of school year report, and is passed onto the receiving
teacher for the following year. These assessments are then used to inform future planning to ensure all
pupils are given opportunities to develop their skills based on their relative starting points.
A comprehensive assessment programme in geography is still something which is in development, and is
being tried out by the subject leader. We wish to create a set of levelled target sheets which cover both
geographical skills and geographical knowledge and understanding, which will be used in pupil exercise
books as a record of achievement against the relevant targets. We have a similar system in place for
literacy and numeracy, where children are fully involved in setting and ticking off their own targets. We
hope to roll out this system for geography assessment in time for September 2014. Please see Appendix
13 for examples of these assessment grids.

B1 Knowledge (GLP B1)
Key indicator: Geographical knowledge promotes positive relationships and behaviours.
Every year we have a day of Divali workshops that the children take part in. We then put together a celebration
assembly that parents and carers are invited to in order to see what we have been learning. Local Indian catering
companies have been invited in to share some food with us. It is a wonderful day that everyone looks forward to each
year. The wide range of workshops promotes children’s knowledge and understanding of different cultures, and
encourages children and adults to work collaboratively together. Due to the growing diversity of our school community,
it is our intention to change the format of our annual ‘Divali Day’ in order to include more of the cultures represented by
our children and parents. (A1, T1, T2, B2, L3)
Samosa making
Parents come in and help
with the Mendhi workshops
Punjabi script workshop
Mendhi story – making
a Mendhi bush
Indian snack time – provided by a
local Indian sweet shop

B2 Skills (GL B2)
Key indicator: Geographical skills promote a better understanding of difference and diversity
At Shrubland Street, we have a very diverse school community, with a wide range of countries and cultures
represented (see Appendix 14). Whether it be during whole school assemblies, or during class time, we are
proud of our diverse community and take every opportunity to celebrate the varied backgrounds of our pupils.
We promote acceptance and understanding of difference and diversity, and we believe that children’s
developing geography skills are a tool that allow them to do so.
A key geographical skill is to recognise
how places compare with other places,
which includes identifying similarities
and differences (see Appendix 15).
Having opportunity to develop this key
skill is vital in gaining a better
understanding of difference and
diversity. We regularly use the relative
starting points and different
experiences of our pupils as points of
reference for developing this very skill.
KS2 children explored the traditions and customs
of Christmas celebrations in different European
countries. Children who were from non-English
origin shared their experiences with the class, and
we discussed similarities and differences. Here is
an example of pupils’ work comparing traditions
in the UK with Polish culture. (A1, A2, T1, T2, B1)

B2 Skills (GL B2)
Key indicator: Geographical skills promote a better understanding of difference and diversity
Every two years, upper Ks2 have the opportunity to go on a residential trip to France, where they get to
experience first-hand a different culture. Children are encouraged to use their language skills, to interact with
the locals; they buy items in local shops and markets; they visit a farm (including a snail farm), and they have
opportunity to make croissants. (A1, A2, A3, B1, B3, L1, L3)
It’s interesting to find out
what people in other
countries eat. I didn’t like
the snails though!

B3 Attitudes and values (GL B3)
Key indicator: Pupils develop self esteem through genuine opportunities for participation in applied geography.
KS2 children take responsibility
for planting and caring for our
school vegetable garden. In
doing so, they learn about land
use and sustainable food
growth, as well as how to
improve our school
environment.
(A2, A3, T2, B1, B2)
Not everyone in the world is lucky
enough to be able to grow their
own food. I know there are places
where there is not enough rain.
Using these planters to grow fruit
and vegetables will improve the
school environment because the
rainwater will be put to good use.

B3 Attitudes and values (GL B3)
Key indicator: Pupils develop self esteem through genuine opportunities for participation in applied geography.
The school council play an active role in the
development of the school environment, in
particular the use of the outside area.
The school council decided that due to there being no
grass area in our playground, not enough rainwater
made its way back into the ground. They thought that
this was not good for the environment, so they decided
to install water butts to store rainwater for use on our
vegetable garden. (B1, L1, L3) The school council decided that as a school, we
needed to reduce our waste in order to help
the environment. One way of doing this was to
install compost bins, where pupils could put
their fruit waste at break-time.
(B1, L1, L3)
We can use the compost on
our vegetable garden to
make them grow better!
Using water from here will
save us turning on the taps
to water the vegetables.

L1 Attitudes and values (GL L1)
Key indicator: The school has a good knowledge of how geography supports global learning and the wider curriculum.
There is a `vision’ for geography that is helping to shape the way that the subject is taught and which acknowledges that
we live in a global, interdependent world.
At Shrubland Street, our geography coverage is not always delivered as a discrete
subject. We have a thematic curriculum, where we have whole school themes that
change every half term. The planning of foundation subjects is done so that the
subject content is related, where possible, to the whole school theme. Humanities
is particularly adaptable, and as such geography and history skills are very closely
tied together. We feel that it is important that our pupils are aware of how these
two subjects compliment each other, and often within single lessons, children will
develop both historical and geographical skills. Our school policy (see Appendix 16)
is a detailed account of how geography fits into our wider curriculum and has been
reviewed in light of the new 2014 curriculum.
As a whole school staff, we
also share the vision that
geography can be a tool for
developing other areas of the
curriculum. A good example
would be the literacy work
Year 6 did on rivers. This was
their geography topic during
a recent half term, and in
their literacy lessons, they
used their geographical
knowledge and vocabulary to
write poetry (see next page).
Other examples of geography
enhancing other curriculum
areas is art. In a recent art
unit, Year 4 created islands
using a range of materials. To
begin with, they looked at the
physical and human features
they might find on an island,
and then planned, designed
and created them.
Year 4 artwork
based on islands.
They worked
collaboratively in
teams to create
their finished
pieces. (A1, A2,
A3, B1, B3, T1,
T2, L1)
I know that volcanoes, trees
and rivers are physical features
that might be on an island.
Humans might use the water
to wash in and to cook with,
and they might make a shelter
in a cave.

Also, a recent text that was used
to support our thematic
curriculum was The Bog Baby by
Jeanne Willis. This provided lots
of opportunities to relate our
learning to geography, with all
classes going pond dipping to the
local high school. This featured in
the Spring edition of Primary
Geography.
(A1, A2, A3, B1, B3, T1, T2, L1)
We went pond dipping to
search for bog babies. We have
been learning about animal
habitats. You shouldn’t take
animals from their habitats!

Year 6 Literacy display on River
Poetry. (A1, A3, T1, T2, T3, L1)
It was fun to be able
to use our geography
words in our other
work.
My river poem wouldn’t have
been as good if I didn’t know
all of the technical
vocabulary.

Visiting art specialist taught an Indian art workshop
during a Year 3 topic on India. The children explored
tribal culture and traditional artwork before producing
their own similar pieces of art. (A1, A2, A3, B1, B3, T1,
T2, L1)
I love learning about how different
people around the world live. This art
shows us lots of things about their lives.

L2 Skills (GL L2)
Key indicator: The SL demonstrates good leadership skills; Subject monitoring, Targets, CPD needs, Resource provision,
Transition within and beyond the school.
This year, the bronze application has made a clear focus for the
development of geography within the school. The subject leader was
new to the role in September and as such, has wanted to have a real
impact this year. The school already has in place whole-school
monitoring strategies for all curriculum subjects, which are carried out
once a term. We have in place a RAG system (Red/Amber/Green)
where book trawls are carried out and the books are given a colour to
indicate how well embedded specific criteria are being carried out.
Appendix 17 shows a clear indication of the progress that has been
made in humanities since Autumn 2012/2013, and the subject leader
sees this as a very positive step forward in our geography provision.
In addition to the existing whole-school monitoring system, this year
the subject leader has conducted planning trawls of other phases to
ensure that planning indicates a clear skills-based sequence, and
which incorporates adequate opportunity for fieldwork skills to be
developed. Where this has not been evident in planning, the subject
leader has held meetings with the individual teachers to discuss the
progression of geographical knowledge and skills. The subject leader
has also conducted two rounds of pupil interviews this year (see
Appendix 11).
At the request of the subject leader, a CPD course was attended this
year in order to prepare for the new curriculum. This proved to be a
valuable course, and key information was subsequently passed on in a
staff meeting. A resource audit was also carried out during the year,
and a wish-list is currently being compiled for new resources for
September to support the new curriculum.

L3 Skills (GL L3)
Key indicator: Geography is valued within the school. It enhances other curriculum areas and whole school initiatives. It
engages parents, community groups and other organisations locally and globally.
There are many ways in which we promote and value
geography within the school and wider community. At
Shrubland Street, we highly value and encourage the
support and involvement of parents in their children’s
education.
A recent example of this is our ‘Shrubland Street
Easter Egg Hunt’. We asked parents and carers to
donate an Easter egg, and then used these as prizes
in our geography quiz. Each week for four weeks,
every child in the school was sent home with a set of
20 geography questions. Each set of questions
covered a different theme including the UK, Europe,
physical geography of the world, and human
geography of the world. Children and parents were
encouraged to work together to answer the questions
and return them to school. Each week a draw was
made and at least 10 children won an Easter egg.
There was a very positive parental response, and at
least 80 children took part in each round. One parent
commented on how much she and her child enjoyed
sitting together, and talking about the questions and
searching the internet together for any answers they
didn’t know (see Appendix 18).
(A1, A3, B1)
This year has been a very busy year for the
development of our geography. Plans are being put in
place for a timetable of activities for Geography
Awareness Week in November 2014. However, as we
are so keen to promote geography skills, in particular
map skills, it is our intention to try out some of the
activities in June 2014.
Flyer sent out to parents to
promote the geography-themed
Easter Egg Hunt.

L3 Skills (GL L3)
Our main geography half termly
theme is ‘Our World’. During this
half term, parents and carers are
invited to come into school on an
open day. Pupil guides take visitors
around the school, showing them
the range of work on display, as well
as visiting individual classrooms.
Visitors are given question sheets
for each classroom, which they use
as a tool for engaging with pupils to
find out about their learning. Our
pupils are extremely proud of their
work and their achievements, and
are always very keen to speak to
visitors about their learning. Our
open days happen once a term, and
is always exceptionally well-attended
by parents and carers. It is
a fantastic opportunity to promote
high expectations of geography
within the school to pupils and
parents.
(A3, T3, B1, L1)
An example of high quality Year 3
and 4 geography work on display
for parents to see. (A1, A2, A3)
Well done to the
staff and children –
we can see they
work hard.
The children were so
enthusiastic about
their learning.
It’s fantastic that the
children learn about
such a diverse range of
cultures.

L3 Skills (GL L3)
In the last two years, Shrubland Street has re-established
a partnership with a school called
BDEC Messima in Bo, Sierra Leone. As part of
this, we took part in an event called ‘The Day
of the African Child’ with the 11 other Bo
partnership schools. We also had a visit from a
gentleman called VV, who is head teacher at a
school in Bo. Since we have re-established the
link, we have received letters from the children
at our link school and we have also sent some
back to them. We hope to be in contact at
least four times a year and send regular
packages. (A1, T2, B1, B2, L1)
I’ve really enjoyed communicating
with the children in Bo because it’s
fun to find out what schools are
like in other countries, and other
continents!
Year 6 pupils ask visiting
head teacher, VV about
his life back in Bo.
A corridor display
celebrating our link with
Bo.
A visiting African dance
specialist teaches Year 3 a
traditional African dance
to perform for VV, our
visiting head teacher from
Bo.

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