Primary Humanities Network meeting (Progression and assessment in geography and history – part 2)

ConsultancyWorkshops

Since we did not have time for in-depth sharing and moderation of pupils’ work during our last meeting, it was requested that we gather again purely for this purpose.  Despite it being the week after SATs and several teachers committed to previously booked residential visits or day trips, we managed to get a few of us together prior to the annual lengthy report writing.

The overriding aim of today’s CPD session was:

  • to share examples of pupils’ work to determine what working at, working below and working above expected level might look like in geography and history in a particular year group or key stage.

I began by relaying some of the latest news from Ofsted regarding the Education Inspection Framework (EIF).  Of particular interest are the ‘deep dives’ into subject teaching, planning and sequencing that Ofsted are proposing (one relating to reading, maths and a foundation subject at primary level) in order to assess the quality of a school’s education.  Schools will have up until the summer of 2020 to develop their thinking on curriculum, but this could well be extended.  There is a real focus on ‘quality of education‘, with the 3 Is (intent; implementation and impact) being discussed greatly.

Our first activity of the afternoon followed on from this.  I asked delegates to contemplate the impact of the new Ofsted Education Inspection Framework (EIF) on both themselves and their school.   Professionals were invited to list three aspects that they felt they needed to now focus upon/address and then share these with others in the room.  Learning about their future priorities/targets proved very insightful; possible foci for meetings for the next academic year, perhaps?

Next, I recapped on progression and assessment in geography and history very briefly, mostly for the benefit of those who were unable to attend our last meeting.  We then embarked upon the following activity, supplied with plenty of tea, coffee, biscuits, home-made shortbread and a tub of Heroes!

Participants, and I, found this incredibly useful.  Not only did it give some indication as to what other schools are currently doing, but it also prompted further sharing of best practice in terms of teaching and learning both inside and outside the classroom.

Following various discussions with other freelance consultants, I suggested that schools might consider the below actions:

I made sure that there was time for reflection towards the end of the afternoon.  Teachers were asked to list at least three things that they should now do once they had left the meeting; these could be as small or as ambitious as they liked.  Individuals were then asked to share their ‘next steps’.  A few of their completed sheets can be viewed here:

Finally, it was post-it note time!

Immediate feedback suggests that the afternoon was productive for all:

‘Useful to gain feedback on assessment.’

‘Inspired to take next steps.’

‘It has given me lots to think about.’

‘Interesting. Informative.  It was really reassuring to know that what we are being told in school is also being echoed by others.’

‘Better understanding of geography within the new Ofsted Education Inspection Framework (EIF) and what a good form of assessment in school might look like and in house moderation.’

‘Good to see planning from other schools.’

‘Thanks for the course yesterday … lots of great resources and lots to think about.’

Themes for future Primary Humanities Network meetings included:

  • More moderation (EYFS to Year 6) and especially of assessed pieces.
  • GCM – what is involved/what evidence is needed.
  • Look at topic webs to see how we can properly sequence the implementation.
  • Ideas on how to enthuse children in history – trips; visitors; theme days.
  • Planning everything within history and geography.
  • Modelled history and geography lessons, with links to National Curriculum coverage; suggested reading/writing; useful artefacts and resources to use.

Many thanks, once again, to Terry and April at Gloucester Farmers’ Club for their warm welcome and efficiency.

Our next meeting will take place from 1.00 pm to 3.30 pm on Tuesday 11th June 2019 at the Tom Roberts Adventure Centre (TRAC), near Newent, Gloucestershire … come and learn how to ‘take learning outside the classroom‘ quickly, easily and cost-effectively!  A blog post with further details will appear shortly.

 

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