Bespoke CPD (Tankersley St. Peter’s Primary School)


Today was the second of our bespoke CPD sessions.

I began by addressing any questions/concerns that had arisen following the Geography Subject Leader’s subsequent discussion with other members of staff, alongside her contemplation and exploration of the suggested websites and resources. Since there had been a handful of e-mails exchanged between sessions to clarify a few points, these were actually minimal.

Next, we re-visited the school’s revised whole school curriculum map for geography. Although their Geography Subject Leader and SLT were now much happier with its coverage, sequencing and progression, there were still a couple of gaps that needed to be filled and a little rejigging that had to be done. Once this had been achieved, we looked at resourcing the new curriculum, ideally with as many FREE resources as possible. I directed the Geography Subject Leader to several modules that were available to download from the Royal Geographical Society (RGS-IBG)’s website (, as well as some publications to possibly purchase from the Geographical Association (GA)’s online shop ( I also shared many web-links within the chat feed, which provided ideas for developing geographical skills, fieldwork activities within the local area and virtual experiences for those areas/themes that were a little less accessible in real time or space.

Afterwards, we considered ways to enhance ‘cultural capital’ and promote ‘reading across the curriculum’, two key aspects of Ofsted’s Education Inspection Framework (EIF). I suggested places or people to contact, which may lead to trips/experiences or visitors coming into school. I projected an image of a display that I had seen in a local primary school, which they may wish to replicate; ‘reading around the world’, locating the settings of various books on a world map. I had plenty of book recommendations to tie in with themes covered at Key Stages 1 and 2 too, so that should keep them going for a while! I also referred to equity, diversity and inclusion (EDI) and how this might be integrated into geography.

Finally, we discussed exposure to subject-specific vocabulary and how we might encourage pupils to use these terms both confidently and accurately within their verbal answers and written work. ‘Speaking and writing like a geographer’ is likely to be investigated during a virtual Primary Geography Subject Leader Network meeting later this academic year; one for you to look out for!

All in all, a very productive 1.5 hours! Do let me know how things progress over the next few weeks and months; I am looking forward to seeing evidence of, and hearing about, your revised whole school curriculum in action. Please shout if you require any further support.

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