stanley park high geography department sgqm and cof e

Stanley Park High Geography Department

Evidence Portfolio for the GA Secondary Geography Quality Mark and Centre of Excellence Status 2014

Head of Geography: Mr M Childs


Evidence Portfolio for the GA Secondary Geography Quality Mark 2014


Criteria A: Pupils’ attainment, progress and achievement in geography

• A1 (c) – Pupils demonstrate a high level of skills specific to Geography, such as enquiry and fieldwork, as well as independence and critical thinking, in collaborative and independent contexts. They reach clear conclusions and are able to develop reasoned argument to explain their findings and are able to work constructively with others.

Justification for achievement:

The student work and activities shown here provides evidence of the departments commitment to enquiry, independence and critical thinking, in collaborative and independent contexts. Through this work, students have reached clear conclusions and developed reasoned arguments.

Student work includes evidence of map skills, diagrams and sketches, independent structured homework projects which feed into longer answer/case study exam questions completed during lessons (allowing balanced and reasoned arguments and justified conclusions), and collaborative teamwork decision making tasks. In addition, there is much evidence of enquiry and fieldwork within the department as justified in B1 (e).


• A1 (d) Most pupils (including significant groups, such as boys, girls, students with Special Educational Needs and students from ethnic minorities) demonstrate high standards in their work, including in end-of-year and key stage assessments.


The first evidence provided for this is the work of a Year 9 student. He is diagnosed with ASD and SLCN. He is supported by an LSA during lessons and has a TMG of a 5c for the end of Y9, equivalent to a grade E. If he continues with Geography for GCSE he would be expected to make sufficient progress to achieve a grade C. Despite the diagnosed conditions and a lack of progress in other subjects, the department has provided fully differentiated learning for him allowing him to achieve a grade C on a GCSE foundation paper used as the end of unit assessment on rivers.

Further evidence is the increased TMG’s set by the class teachers and the Y10 mock results suggest all students are working towards and achieving the challenging targets that are set for them, including SEN, AG&T and EAL.


• A2 (b) Most pupils achieve the challenging targets set by their teachers and their achievements in geography compare well with their achievements in other subjects.


Our RaiseOnline statistics show that the trend for Geography students achieving higher grades is steadily increasing. 11.8% more in the last 5 years achieving A*-A and 14.7% more achieving A*-C grades, and by 2012 100% passing GCSE geography.

Another continuing trend is that we have on average 3.5% higher number of students achieving A-A* grades at GCSE compared to other humanities subjects and 6.8% higher achieving A*-C. We are looking forward to our highest ever results this year!!

Further evidence is the increased TMG’s set by the class teachers and the Y10 mock results suggest students are working towards and achieving the challenging targets that are set for them.

The department only had 2 GCSE groups in each year group up to 2012.

From 2013, we now have 3 groups made up of 75 students which is nearly half of the

cohort in each year group.

At SPH, Geography is a very popular subject!

‘School set’ Target

Minimum Grade

‘Teacher set’

INCREASED Target

Minimum Grade

Year 10 MOCK RESULTS – evidence that students achieve the challenging targets

set by their teachers


• A2 (e) Pupils are aware of their standards and achievements in geography and use their own reflections on their learning in order to improve


Students are fully aware of their achievements in Geography through regular teacher feedback in their books. Students books are marked every 2 weeks and follow the schools literacy policy, along with the departmental policy of grading students on their effort and presentation. Students are given specific WWW and EBI feedback on what they did well and how they could improve their geographical work. Students TMG’s and their end of unit assessment grades are displayed clearly on the front of their books. Students grade themselves in green pen against the levelled outcomes each and every lesson, stating what they have achieved, why, and what they need to do to improve next lesson. Students are given time to improve their work before submission e.g. their homework, using green pens, also checking the accuracy of Spelling, Punctuation and Grammar as per the school’s policy.


• A3(b) Pupils show evidence of involvement in further geographical study and/or extra-curricular learning related to geography.

Y7-8 Geography Club


Due to the fact that in Year 9, students start their GCSE’s and there are a number of subject demands and other extra-curricular activities on offer, SPH Geography Department started a Geography Club for Y7 and 8 students after school for 1 hour every Tuesday. It has been a great success, attended and enjoyed by many students across the school who have taken part in a variety of geographical learning experiences. For example, we kicked off the year with Earth Hazards, learning the theory behind them and plate tectonics, building earthquake proof houses and testing them on the simulator, and making Paper Mache volcanoes and erupting them whilst filming a BBC news report on an iPad with up to the minute developments on the situation – what caused it, what was happening and the social, economic and environmental impacts. Since, we have looked at eco-tourism and students have built and explained their own tourist resorts based on a sustainability criteria, and finally we are finishing the year off with ‘around the world in 6 weeks’ looking at 6 locations selected by the students where they want to find out more about the geography and culture and try some of the typical cuisine too, naturally!

Criteria B: Geography teaching• B1 (a) – Teaching makes use of a wide range of innovative and imaginative

approaches and resources


In the Geography Department at SPH, we pride ourselves on our innovative, engaging and hands-on approach to teaching Geography. A variety of strategies are shown here, but these are just a handful of what we have up our sleeves each and every day to make the learning experiences the best possible and ensure the lessons really bring geography alive! Pop-up drainage basins, modelling play dough waterfalls and deltas, building volcanoes and earthquake proof houses, presentations through playground chalk drawings, teaching using our big world map mural(!), and taking part in local, regional and national competitions such as the Disaster Relief Challenge just to name a few!

Criteria B: Geography teaching• B1 (b) – There is evidence of links with the wider world and enrichment

activities


We are always keen for students to take their learning outside of the classroom and put it into practice in a multitude of situations and settings. Taking part in a variety of competitions is no exception. The Y9 disaster relief challenge (explained in the website news article) was a fantastic opportunity for our students to apply their knowledge and understanding to real-life situations with judges from organisations such as the British Red Cross; building links with businesses, charities and organisations. Student feedback included ‘an invaluable learning experience and I will use my new skills to help gain the best exam result possible!’ There is an annual cultural exchange program with students from Hellerup School in Copenhagen (Denmark) and the department is currently planning an exchange program with Old Kampala Secondary School and Kings College Budo in Uganda to start in 2015.

Criteria B: Geography teaching• B1 (e) – Very good use is made of the outside environment. Fieldwork and

other forms of extra-curricular enrichment are an essential and integrated part of the geography curriculum. Justification for achievement:

Students take part in a variety of fieldtrips at KS3, 4 and 5. For example, to complement the study of rivers in year 9, students head down to the local River Wandle to study fluvial and geomorphological processes in the upper, middle and lower courses, relating them to classroom theory, collecting data and writing a geographical report on their findings.

GCSE students head to the Holderness Coastline in Yorkshire for their controlled assessment and Osmington Bay in Dorset for river and coastal studies. There are also a variety of day trips such as visiting London to enhance the study of urbanisation, and the school grounds are used for a variety of activities such as map skills, GPS, and chalk drawing presentations!

A-Level Students visit the Isle of Wight for their main fieldwork investigations to complete the Geographical Skills unit of their A-Level specification, along with a number of day and short residential trips to a variety of locations to complement classroom learning.

There are also a number of international trips such as: Las Vegas 2013, New York 2014/2015, Morocco 2015, Tanzania 2016, and Uganda 2016.

Criteria B: Geography teaching• B3 (c) – Pupil views are sought formally as part of the departmental

evaluation process and appropriate feedback provided. Thoughtful pupil views about their learning in geography, whether oral or written, are used to inform progress and help drive curriculum change.

Results from Student Voice…


We quickly realised when completing our action plan for this academic year that we needed to include more views of our students in our departmental reflection and future curriculum planning. We rolled out the student voice questionnaire shown across all applicable year groups – an example of the Y9 results are shown. These results allowed us to reflect on the feedback, relish the positives as a result of our hard work, commitment and dedication, and use the suggested improvements to implement a ‘you said, we did’ feedback and improvement tool, an example of which is shown here. Teachers can also use the feedback to improve their individual practice. We also gained a fantastic insight into how many students were considering taking GCSE geography from September 2014.

82

20

Y9 taster students: will you take geography next year for GCSE?

YesNo

Quotes from students about their learning:• I have been given lots of support• The teacher explains clearly• The teacher is enthusiastic• Lessons were fun and exciting, I learnt a lot• The classroom looks great• Lessons have been awesome• Great variety of different lessons• Lots of videos and practical work• The teacher is always prepared• The teacher gets everyone involved• We learn something new every lesson• This is easily my favourite subject• Take geography, you won’t regret it!• The trips are great because you can experience what you have

been learning about• The lessons are very interactive• Thank you for making geography so fun!• The homework projects are very interesting

You said, we did:- Y9 said “we would like the opportunity to take part in collecting

the data from the river rather than just completing field sketches, recording data and making notes about each location”

- We did “contact the council and gained approval for students to enter the river and collect data with appropriate preparations/precautions and risk assessments in place”

Criteria B: Geography teaching• B3 (e) – There is evidence of a range of effective assessment methods, both formal

and informal, employed to monitor pupil progress and develop understanding, knowledge and skills in geography. Pupils are given regular feedback. Assessment methods clearly identify and support progression.

• Tracker assessments (mid-unit) e.g. GCSE and A-Level exam questions/papers• Milestone assessments (end of unit) e.g. GCSE and A-Level exam questions/papers• Self-assessment sheet (post tracker/milestone)• Formative assessment/feedback (verbal and in books from teachers and peers)• Self assessment/peer assessment (during lessons)• Homework feedback sheets (teacher, and self/peer assessed)• Mini plenaries to gauge/assess progress using RAG/thumbs up, side, down/mini

whiteboards/post-it notes/exit cards• End of lesson self-assessment against levelled outcomes in green pen• Use of Higher Order Thinking (HOT) skills through verbal questioning/task setting


The department uses a variety of assessment methods, summative and formative, with a large focus on AfL techniques at various points during and at the end of each lesson. Feedback is provided verbally and in books at least every 2 weeks. Examples of evidence can also be seen in A1 (c), A2 (e), and C1 (b).

Criteria C: Behaviour and relationships in Geography

• C1 (b) – Pupil surveys are inclusive and teachers value and use the feedback appropriately. Pupils are encouraged to take a responsible and conscientious attitude to their own work and study.

Results from Student Voice…

82

20

Y9 taster students: will you take geography next year for GCSE?

YesNo

Quotes from students about their learning:• I have been given lots of support• The teacher explains clearly• The teacher is enthusiastic• Lessons were fun and exciting, I learnt a lot• The classroom looks great• Lessons have been awesome• Great variety of different lessons• Lots of videos and practical work• The teacher is always prepared• The teacher gets everyone involved• We learn something new every lesson• This is easily my favourite subject• Take geography, you won’t regret it!• The trips are great because you can experience what you have

been learning about• The lessons are very interactive• Thank you for making geography so fun!• The homework projects are very interesting

You said, we did:- Y9 said “we would like the opportunity to take part in collecting

the data from the river rather than just completing field sketches, recording data and making notes about each location”

- We did “contact the council and gained approval for students to enter the river and collect data with appropriate preparations/precautions and risk assessments in place”


We quickly realised when completing our action plan for this academic year that we needed to include more views of our students in our departmental reflection and future curriculum planning. We rolled out the student voice questionnaire shown across all applicable year groups – an example of the Y9 results are shown. These results allowed us to reflect on the feedback, relish the positives as a result of our hard work, commitment and dedication, and use the suggested improvements to implement a ‘you said, we did’ feedback and improvement tool, an example of which is shown here. Teachers can also use the feedback to improve their individual practice. We also gained a fantastic insight into how many students were considering taking GCSE geography from September 2014.

In addition, lesson observation and learning walk feedback provides evidence that pupils are encouraged to take a responsible and conscious attitude to their own work and study.

• ‘All students were keen to participate in all of the varied activities you provided for them’.

• ‘The expectations in line with the objectives were set high, allowing the students to gauge what they need to do to strive for the highest grade they can’.

• ‘Your questioning was well phrased and aimed well at different ability students’.

• ‘You have a clear knowledge of their capabilities in geography’.

• ‘You were able to intervene when necessary and rephrase instructions, even demonstrating’.

• ‘The mini-plenaries built into the lesson also allowed you to establish a tight control over the progress of the class’.

• ‘Writing skills were explicitly taught in the structuring of an examination response on this topic’ .

• ‘Vocabulary and literacy aid desk mats helped support the students to achieve their best. Links to the literacy posters along with the use of green pen in checking and amending their work also supported the students writing skills’.

• ‘Marking in student books was good with clear targets which allow the students to understand how to build on their learning. The books showed your own target setting, paired feedback and self-assessment. Literacy was explicitly shown in the books’.

• ‘The students were not disturbed by the activities or structure of your lesson. It was clear that activities such as these often take place. All activities led the students to share their learning with one another and to solve problems as a team, this helped to generate high levels of engagement’.

• ‘The LSA explained how you had given her your upcoming lesson plans so that she can pre-prepare the boys in her charge’.

• ‘The range of activities allowed all students to access the content of this lesson to achieve their LO’.

• ‘You aimed precise questions designed to challenge each student at their individual need throughout the lesson’.

Criteria D: Leadership and management in Geography

• D1 (a) – The department has a clear shared vision. Leadership in geography is informed by a high level of subject expertise.


The evidence shows the departmental action plan for this academic year, which all staff have contributed to, and take an active part in implementing and continually reviewing its success, evaluating where changes may need to be made and employing adaptations. The action plan has full support of all members of the department and SLT, and as such ensures that we have a clear shared vision.

The subject expertise of the Head of Geography: BSc Physical Geography 1st Class Hons, MSc Physical Geography and Environmental Science 1st Class Hons, PGCE, completing an MA in Education, author of upcoming GCSE and A-Level geography exam case study books, and winner of the 2012 Martin Dickinson Prize in Education. The HoD has also attended number of CPD events such as the GA’s leading a successful geography department, the GA annual conference, and ensures subject knowledge is kept up to date via conferences, websites, blogs, journals and magazines .

Promoting geography: Y9 options evening May 2014


• D1 (d) – There are effective liaison activities with other departments within the school and local primary and/or feeder schools, ensuring a coherent curriculum experience during transition and beyond


As our Y7 and 8 follow a themed curriculum, they are not taught Geography explicitly but through themed projects bringing in knowledge and skills from a variety of humanities subjects. Therefore, the department has an active role to play, not only with 3 out of 4 staff teaching this curriculum, and the department actively contributing to the successful implementation and delivery of key geographical knowledge, skills and concepts, but also the collaboration with other departments such as history for the successful execution of the projects.

The department also takes an active part in Humanities Department Meetings, sharing good practice and delivering INSETS. We also take an active role in building cross curricular links and driving forward numeracy, literacy and ICT within our lessons (as the evidence shows). We have worked closely with the maths department this year to develop a ‘Numeracy in Geography’ booklet which students use in both subjects to practice the key skills required for each, reinforcing understanding.

Please see our Centre of Excellence Portfolio for more information and evidence regarding developing links with local primary and/or feeder schools in relation to primary geography (KS2) curriculum development for September 2014 and geography days for year 5 and 6 students.

SPH Geography Department working across the curriculum…


• D2 (b) – Teachers reflect systematically on the effectiveness of lessons and approaches to teaching in geography


A number of provisions are in place to fully support staff, teaching and learning, and the effectiveness of lessons/approaches to teaching geography. For example, weekly coaching/progress meetings take place with all members of staff where they talk about that week’s lessons, what went well and what could be improved, discussing strategies to drive continual improvement. Staff also periodically complete lesson reflection pro-formas allowing them to reflect on their practice, the success and effectiveness of their lessons against a variety of criteria and what could be done to enhance any areas highlighting room for improvement. Departmental meetings also allow for a great deal of reflection on lesson activities and strategies, with joint planning and staff are encouraged to bring along a ‘5 minute gem’ where they can discuss something they did which was risky, that paid off, and was beneficial to student learning. Departmental INSETS cover a variety of CPD topics and there is full staff involvement where each month a different member shares an aspect of good practice for others to learn from and take away. Departmental moderation of books and homework against set criteria also allows staff to reflect on all areas of their practice, highlighting strengths and building strategies to achieve required improvements where necessary. Finally, lesson observations and learning walks with detailed feedback by the HoD, and joint/paired observations and learning walks both in Geography and across Humanities contribute to staff regularly receiving feedback on their practice and also being able to see other good practice in action to use and develop from themselves.


• D3 (a) – The subject leader creates a supportive environment for creative teaching and learning. There are effective strategies to share good practice and delegate subject responsibilities.

Justification for achievement (2):

As shown in D2 (b), a number of provisions are in place to fully support staff, teaching and learning, and the effectiveness of lessons/approaches to teaching geography. For example, weekly coaching/progress meetings take place with all members of staff where they talk about that week’s lessons, what went well and what could be improved, discussing strategies to drive continual improvement. Staff also periodically complete lesson reflection pro-formas allowing them to reflect on their practice, the success and effectiveness of their lessons against a variety of criteria and what could be done to enhance any areas highlighting room for improvement. Departmental meetings also allow for a great deal of reflection on lesson activities and strategies, with joint planning and staff are encouraged to bring along a ‘5 minute gem’ where they can discuss something they did which was risky, that paid off, and was beneficial to student learning. Departmental INSETS cover a variety of CPD topics and there is full staff involvement where each month a different member shares an aspect of good practice for others to learn from and take away. Departmental moderation of books and homework against set criteria also allows staff to reflect on all areas of their practice, highlighting strengths and building strategies to achieve required improvements where necessary. Finally, lesson observations and learning walks with detailed feedback by the HoD, and joint/paired observations and learning walks both in Geography and across Humanities contribute to staff regularly receiving feedback on their practice and also being able to see other good practice in action to use and develop from themselves.

Justification for achievement (1):

The department fully supports the school’s vision where all members of Stanley Park High should ‘have confidence to take risks’, and be ‘imaginative and creative’. We embed the vision fully into everything we do and ensure that our teachers as well as students are driven by these to ensure success. In regards to subject responsibilities, areas are both delegated by the HoD and chosen by the staff at the beginning of the academic year i.e. responsibility for a specific year group and their SOW and homework; provision for SEN, AG&T and EAL; fieldwork opportunities. There are plentiful opportunities for members of staff to discuss their assigned areas at department meetings for help and advice, suggestions and feedback, and to shown off what they have been doing/working towards! The end of the academic year allows for each member of staff to show evidence of what they have achieved, evaluate their success and propose further improvements/targets for the next academic year.


• D3 (b) – Regular professional development opportunities taken by the department support the broadening and/or deepening of geographical knowledge and understanding. Justification for achievement:

All staff within the department have the opportunity to attend CPD events, both internally and externally every year. Staff identify which courses they wish to attend and why they will help their professional development and teaching of Geography. A budget is set aside for staff CPD. Staff run a departmental INSET on return to disseminate what they have learnt to the rest of the team. Recent CPD courses/events include: Field Studies for Secondary Geography, Managing a Successful Geography Department, WJEC Controlled Assessment Moderation, WJEC Examination Conference, WJEC Geography Resources Workshop, OCR Creative A-Level Geography Workshops, GA Annual Conference. The department also has membership of the GA and RGS.


Evidence Portfolio for the GA Centre of Excellence Status 2014


Centre of Excellence Evidence:

1. Year 5 and Year 6 pupils from local/feeder schools visit SPH for a geography day

2. Producing a fully resourced article for the GA – ‘can we trust the ground we stand on?’

3. Local/feeder primary schools – 2014 curriculum support; planning and development meetings

4. Global learning – SPH Geography Department as school leaders, and continuing to provide and develop exchange programs

Year 5/6 Geography Days at SPH!

An example of the letters sent to our local/feeder primary schools to invite

them to our Year 5/6 geography days!

Year 5/6 Geography Days at SPH!Feedback

received for our Geography

Days!

Year 5/6 Geography Days at SPH! Photos of our Geography

Days!

An article for GA publication – ‘can we trust the ground we stand on?’

An article about our Y5/6 Geography

Days and associated resources provided for GA publication –

sharing good practice with the

Geographical community!

Building links with local/main feeder primary schools

Name and address of local/feeder primary school

Contact details – KS2 Geography Curriculum Leader

Number of students attending SPH from September 2014

Stanley Park Junior School Miss Meghan Gray 40

Harris Junior Academy Carshalton

Miss Hobden 24

Bandon Hill Primary School Ms Becky Price 20

Holy Trinity Primary School Mr Martin Jones 17

Barrow Hedges Primary School

Mr Charlie Shaw 14

Foresters Primary School Mrs Jacquie Brown 14The local/feeder primary

schools we built links with this year for

Geography Days, and curriculum planning and development meetings!

Local primary school geography curriculum planning and development

An example of the letters sent to our local/feeder

primary schools to arrange KS2 geography curriculum planning and development

meetings

Planning a KS2 Geography curriculum for September 2014…

An example of a KS2 Geography Curriculum

that we developed with Stanley Park Juniors for the introduction of the

new curriculum in September 2014

An example of email correspondence for our

KS2 Geography Curriculum Planning and Development Meetings

Global learning…The Geography Department takes the lead in

the school on Global Learning.

An example of this is organising exchange programmes such as the annual exchange

with Hellerup School in Copenhagen (Denmark) and from 2015 the exchange with

Old Kampala Secondary School and Kings College Budo in Uganda.

We also consult with all departments in regards to global learning featuring across the

curriculum to further inspire students and broaden their horizons, becoming more

knowledgeable about the world they live in

stanley park high geography department sgqm and cof e

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