A different venue to our usual one! At a previous Network meeting, John Putley, Hub Facilities Manager, very kindly offered to host one of our future gatherings at the new Gloucestershire Heritage Hub, so I took him up on this straightaway! I led a HLF WWW1 school and community groups’ project back in 2014-2015 and had a lot of dealings with the Gloucestershire Archives and various local musuems at the time; they have a wealth of material and resources to support the teaching and learning of aspects of geography and history at the local scale and I was keen to make sure that other teachers knew about such potential.
The overriding theme for today’s meeting was ‘Ofsted’s new Education Inspection Framework (EIF) and the 3Is – Part 1’. After the usual introductions to ‘break the ice’ and ensure a relaxed atmosphere, I shared the aims for the session, namely:
- To become more familiar with the processes and procedures of inspection now undertaken by Ofsted (new Education Inspection Framework – EIF).
- To think about ‘intent’ (creating a ‘vision’ for geography and history within your school).
- To consider ‘implementation’ (‘zooming in’ on opportunities to explore our local history and changes over time and space [geography]).
- To undertake a tour of the new Gloucestershire Heritage Hub and have the chance to hear about and shape some of the future activities on offer to schools.
- To enable you to return to school with further ideas to support your continued whole school curriculum planning and development.
After outlining the proposed format for the afternoon, I began with a brief starter activity. Teachers were asked to write their name on a post-it note and place it at an appropriate point on a continuum line (this related to the new Education Inspection Framework [EIF] from Ofsted and ranged from hearing or knowing very little to hearing and knowing much about it).
Majority placed their post-it notes within the first half of the line, suggesting that the EIF has been discussed in schools, but that they were, perhaps, not feeling too confident about certain aspects of it, e.g. the 3Is. I shared a short movie clip with delegates, in which Amanda Spielman gave a clear overview of the new EIF from Ofsted (https://www.youtube.com/watch?v=byaUliCMi9E&t=1s). I also referenced a couple of articles (https://www.tes.com/news/how-will-ofsted-inspect-curriculum) and (https://thirdspacelearning.com/blog/new-ofsted-framework-2019-consultation-results-schools/?utm_campaign=19_05_2019_New_Ofsted_Framework_Blog_SLT&utm_medium=email&utm_source=Pardot) and a recent e-mail received from Gloucestershire County Council, entitled ‘Education Matters’, to reinforce some of the key points. Of particular interest are the ‘deep dives’ into subject teaching, planning and sequencing that Ofsted are proposing (one relating to reading, maths and at least one 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 mentioned frequently.
After showing another short movie clip (https://www.youtube.com/watch?v=xZhhPLsO8mY), this time where Heather Fearn, Inspector Curriculum and Development Lead, discussed ‘curriculum’ in some detail, linking to a post in Oftsed’s blog (https://educationinspection.blog.gov.uk/2019/07/01/busting-the-intent-myth/) and sharing some tips from Third Space Learning on how to be an effective Subject Leader (https://thirdspacelearning.com/blog/subject-leadership-primary-schools/?utm_campaign=15_09_2019_Subject_Leadership_Primary_School_Blog&utm_medium=Email&utm_source=Pardot&utm_content=button), I asked individuals to think about their own subject’s ‘intent’ in some depth (providing an exemplar for geography and history) and create a whole school curriulum map.
To support individuals in doing this, I highlighted sections from the National Curriculum Programme of Study for both history and geography (https://www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study/national-curriculum-in-england-geography-programmes-of-study and https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_national_curriculum_-_History.pdf) and progression and assessment framework documents and corresponding articles published by the Geographical Association and Historical Association (https://www.geography.org.uk/download/GA%20Assessment%204pp%20flyer-3.pdf, https://www.exeter.ac.uk/media/universityofexeter/collegeofsocialsciencesandinternationalstudies/education/pgce/pre-coursedocuments/pre-coursedocuments2018-19/Progression_in_History_under_the_2014_National_Curriculum.pdf and https://www.history.org.uk/primary/categories/706/resource/8210/assessment-and-progression-without-levels). Furthermore, I projected examples of whole school curriculum maps produced by Rising Stars for their new geography and history offering (https://www.risingstars-uk.com/subjects/historyandgeography), as well as new resources created on Oddizzi’s website (https://www.oddizzi.com/teachers/help/).
Linked to ‘implementation’, especially in terms of ‘changes over time and space’, I showcased a number of new resources (and their associated web-links, to enable teachers to easily explore those that were particularly relevant to them). For example, Roald Dahl Matilda Lesson Plan 5 (https://plazoom.s3.amazonaws.com/Resource%20Uploads/22-8-2019/Matilda%20Lesson%20Plan%202019.pdf) contains a geography objective (to explore a local green space and record observations); a KWHL grid, formulating an enquiry question/s and referring to the enquiry framework; ‘working as a geographer’ and ‘progression in geography’ sheets from David Weatherly’s regional primary geography conference; utilising a local news website (https://www.gloucestershirelive.co.uk/ and https://www.gloucestershirelive.co.uk/news/gloucester-news/new-secondary-school-could-up-3324745), Digimap for Schools (http://digimapforschools.edina.ac.uk/ and https://dfsresources.edina.ac.uk/), Oddizzi’s local area studies (https://www.oddizzi.com/teachers/help/topic-planning/local-area-studies/), history and diversity (https://www.history.org.uk/publications/categories/299/resource/9647/primary-history-summer-resource-2019-diversity), taking history outside the classroom (https://www.history.org.uk/publications/resource/9640/emerging-historians-in-the-outdoors), teaching local history through a family (https://www.history.org.uk/publications/resource/9548/teaching-local-history-through-a-family), using a house for a local history study (https://www.history.org.uk/publications/resource/9632/using-a-house-for-your-local-history-study) and making use of artefacts (https://www.history.org.uk/publications/resource/9630/using-the-back-cover-image-painted-wooden-police).
The Gloucester Culture Trust is a fairly new initiative and we were fortunate to have Sarah Orton pop along this afternoon to tell us about their evolving education programme (https://gloucesterculture.org.uk/education/). There are some specific links to geography and history within this, which teachers should investigate further. Sarah, John and Sally-Anne Campbell from the Soldiers of Gloucestershire Museum (SoGM) all reiterated that they can tailor workshops to target specific areas of the programme of study for history or geography if they know well in advance. Much of what Sarah said resonated strongly with Ofsted’s focus on ‘cultural capital’ as well.
Teachers are often reminded to think about ‘change of state’ when planning lessons. So, I did here too! John and his colleague, Ali, kindly gave us a very interesting tour of the newly-opened Gloucestershire Heritage Hub (https://www.gloucestershire.gov.uk/heritage-hub/).
We paused for refreshments, allowing time for participants and representatives to mingle and chat informally. It also provided an opportunity for me to speak with new members of our rapidly growing Network. Afterwards, John led a whole group discussion: What would you like to see being offered to support the delivery of history and geography in your school?. There were several contributions from the audience, so, hopefully, this will prove invaluable when they, and other venues, revise their existing education offerings.
I was hoping that Dame Janet Trotter and Nigel Hatten from Gloucestershire County Council would be able to escape their meeting early to introduce an exciting and innovative project, entitled ‘Myself; My Place, My Future: My Gloucestershire’, which I had seen advertised on the Schoolsnet Bulletin Board a couple of weeks’ ago.(https://www.gloucestershire.gov.uk/schoolsnet/noticeboard/schoolsnet-bulletin-board/myself-my-place-my-future-my-gloucestershire/). There are some cheap, easy and effective local fieldwork opportunities embedded within this project that schools could exploit. However, their meeting overran, unfortunately, so delegates had to make do with an overview from me instead. I have been invited to attend a half day event linked to this project on 23rd October 2019, so, hopefully, I will be able to feedback further details at our next Primary Humanities Network meeting in mid-November.
As a plenary, I asked delegates to again write their name on a post-it note and place it at an appropriate point on the continuum line to demonstrate how they now felt about the new EIF from Ofsted. I also encouraged them to reflect upon a couple of questions.
Many individuals’ positions had shifted somewhat along the continuum line, which was pleasing to see. There were a few questions raised; I will endeavour to address these during our next Network meeting (there is only so much that can be achieved in the space of 2.5 hours!).
Finally, it was time for the two, obligatory post-it notes. On the first post-it note, participants were requested to sum up today’s CPD session in five words/in a sentence or two (WWW/EBI). On the second post-it note, they were asked to identify possible themes for future network meetings. They could add their name and position to each post-it note if they wished, before sticking them onto the backdrop as they left the room.
Some of their ‘concluding comments’ can be found below. A positive way to spend a Friday afternoon, it seems!
‘Informative; helpful; interesting. Thank you.’
‘Thank you, Emma. I’ve taken on geography and history this year. Very informative and encouraging. I feel that the EIF was explained clearly and lots of ideas given.’
‘I have a better understanding of the word ‘intent’ and what I need to do within my curriculum area to show what my intent is.’
‘Clarity for Subject Lead planning.’
‘Supportive; clear; informative.’
‘Useful resources shared.’
‘A very informative and enlightening afternoon.’
‘A good starting point for intent planning and a good insight into new framework expectations.’
‘Thought-provoking. Going to go and research Ofsted ‘deep dives’ further.’
‘Interesting; useful; helpful; informative.’
‘I have more of an idea of the ‘intent’ of my subject.’
‘An insight into what to focus on in line with the new Framework.’
‘Helpful information on the new Framework.’
‘Helpful and inspiring. Thank you.’
‘I now know what to do next.’
‘I now have a ‘to do’ list as a Subject Lead!’
‘Well delivered – information regarding current frameworks and available resources. Love the new venue!’
‘A very resource-rich session, which was informative.’
‘Useful information about local resources/websites/schemes and places.’
‘Reinforced what we are currently doing in our school.’
‘Clarified certain aspects, giving confidence.’
‘Great for resources available that I’ve not previously come across. Provided some clarity on intent.’
‘Gave me an insight into something, unfortunately, I didn’t know much about.’
‘Thank you for great CPD on Friday!’
‘Thanks again for all the information at the meeting last Friday, my brain is buzzing with things to do at my school!’
‘Very interesting meeting on Friday – learnt loads & useful to be able to see what is required in schools.’
Suggestions for future themes:
- Websites for Subject Leaders.
- Being a successful Subject Leader.
- Sharing ideas of work in KS1 and KS2.
- Supporting LA.
- SEN/HA … how/what will it look like?
- SEND provision in geography and history.
- How to measure impact, especially of SEND.
- Skills progression and the challenges of mixed age group classes.
- Assessment: easy, quick and realistic.
- Assessment and how to measure impact. Does/should this look different in geography and history?
- Holistic assessment strategies linked to progression.
- Implementation of progression of knowledge/skills across the primary curriculum.
- Planning, threads (history) and knowledge progression.
- Examples of good practice.
- What areas of the geography curriculum make good topics?
- Examples of schools that have already embedded changes to implementation.
- Ideas/models of ‘outstanding’ intent/planning.
- Deep dive.
- Supporting colleagues with planning.
- How to track progression.
- Share examples of documents being used in other schools.
- Implementation of teaching history to EYFS – how to introduce concept of history to young children; assessment – how to identify impact.
- Strategies for recording impact.
- Ofsted’s new Education Inspection Framework (EIF).
- Modelled lessons – how to explore artefacts, how to record lessons and differentiate.
- Creatively teaching time zones.
Many thanks to the Gloucestershire Heritage Hub for hosting our meeting today and providing some welcome refreshments (I did contribute a tub or two of Heroes chocolates and some home-made shortbread and a madeira cake!). It was great to have representatives from local organisations with us too; hope the afternoon was useful to them as well.
Do re-visit the blog regularly as further details about our next Primary Humanities Network meeting and other CPD sessions will be posted very shortly.