Another round of bespoke CPD

Consultancy

This morning, I had the pleasure of working with the Geography Subject Leader at Tankersley St. Peter’s Primary School near Barnsley in South Yorkshire (https://tankersleystpeters.org.uk/). It was decided to split their bespoke CPD into two shorter sessions, approximately two weeks apart to allow for discussion with other members of staff, a degree of reflection and exploration of the many suggested websites and resources.

Our first virtual meeting focused upon their whole school curriculum map for geography to check for effective coverage, sequencing and progression from EYFS to Year 6. We familiarised ourselves with the EYFS Framework, especially the Early Learning Goals (ELGs) linked to the Educational Programme entitled ‘Understanding the World’ (UtW), as well as the National Curriculum geography programme of study for Key Stages 1 and 2 (https://www.gov.uk/government/publications/early-years-foundation-stage-framework–2 and https://www.gov.uk/government/publications/national-curriculum-in-england-geography-programmes-of-study).

Furthermore, we discussed the difference between substantive and disciplinary knowledge, as well as geographical concepts. I referred their Geography Subject Leader to the Geographical Association (GA)’s ‘A framework for the school geography curriculum‘ (https://geography.org.uk/ga-curriculum-framework/ and https://geography.org.uk/wp-content/uploads/2023/07/GA-Curriculum-Framework-2022-WEB-final.pdf), where there is a fantastic figure defining the different types of knowledge, including examples, plus a couple of pages dedicated to geographical concepts.

Next, we began to consider how we might integrate geographical skills and fieldwork into the school’s existing curriculum. I referenced Ofsted’s latest subject report, ‘Getting our bearings‘, and their findings and recommendations, paying close attention to those relating to geographical skills and fieldwork (https://www.gov.uk/government/publications/subject-report-series-geography/getting-our-bearings-geography-subject-report) . I then proposed some ideas for local fieldwork and emphasised a few virtual opportunities, particularly when focusing on more distant places like North America and South America, or themes that might not be right on their doorstep, e.g. volcanoes and earthquakes; coasts.

During our next online session, we will look at geographical skills and fieldwork in more depth as their whole school curriculum map for geography should have been finalised, in addition to addressing aspects, such as cultural capital, equity, diversity and inclusion (EDI), reading across the curriculum and subject-specific vocabulary.

Happy perusing and contemplating!

Thank you for your time yesterday, it was really useful and now I have got my head around how it could all look in terms of a long term plan for school it does make a lot of sense. 

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