This week has been devoted to bespoke CPD. Today, it was a session with the Geography Subject Leader at Oliver Tomkins C of E VA Schools near Swindon, Wiltshire (https://www.olivertomkinsschools.co.uk/swindon/primary/olivertomkins).
Prior to this morning’s virtual session, there had been a brief conversation and number of e-mails sent between myself, the Headteacher and Geography Subject Leader to share documentation and establish ‘where they were at’. This certainly helped with my planning and preparation for the morning and ensured that the school gained as much as possible from their time with me.
We began by conducting a SWOT analysis of the school’s current geography curriculum (identifying its strengths, weaknesses, opportunities and threats). This initiated much discussion and provided me with further insight into their present offering, as well as the Geography Subject Leader’s thoughts and feelings. We were able to identify many positive attributes, but also realised that there were some flaws, opportunities to be exploited and several obstacles that would need to be overcome.
Next, we delved into the EYFS statutory framework (https://assets.publishing.service.gov.uk/media/65aa5e42ed27ca001327b2c7/EYFS_statutory_framework_for_group_and_school_based_providers.pdf), Development Matters documentation (https://assets.publishing.service.gov.uk/media/64e6002a20ae890014f26cbc/DfE_Development_Matters_Report_Sep2023.pdf) and National Curriculum programmes of study for geography at Key Stages 1 and 2 (https://assets.publishing.service.gov.uk/media/5a7c1ecae5274a1f5cc75e97/PRIMARY_national_curriculum_-_Geography.pdf) to refresh ourselves with their content. At this point, I emphasised that progression must start from EYFS. Afterwards, I projected a copy of their whole school curriculum map for geography and we ticked off themes that were covered and circled items that had been overlooked. We discussed sequencing and progression in some depth and determined a more logical structure. There was some overlap between units and others went beyond the National Curriculum; all well and good if the basics are being addressed. It was agreed to omit certain unnecessary aspects and replace them with those that were missing. I reinforced the importance of an enquiry-led, outcomes driven approach to learning and shared some examples of medium-term plans, lesson plans, knowledge/learning organisers. In addition, I provided many links to useful (and FREE) websites and resources to support the Geography Subject Leader’s resourcing of the proposed whole school curriculum.
Reference was made to points raised in Ofsted’s latest geography subject report, ‘Getting our bearings’, particularly its main findings and recommendations (https://www.gov.uk/government/publications/subject-report-series-geography/getting-our-bearings-geography-subject-report), as well as the Geographical Association (GA) A framework for the school geography curriculum (https://geography.org.uk/curriculum-support/support-guidance-curriculum-planning/ga-curriculum-framework/), which clearly defines substantive and disciplinary knowledge and outlines key concepts within the subject. The recent Curriculum and Assessment Review interim report has just been published (https://www.gov.uk/government/news/curriculum-and-assessment-review-publishes-interim-findings), so I suggested that the Geography Subject Leader kept her eyes and ears open for further commentary about this as it may prove insightful when considering planning and development over the much longer-term (e.g. https://geography.org.uk/curriculum-and-assessment-review-interim-report/; https://community.headteacherchat.com/c/dfe-updates/5-mins-briefing-notes-interim-report-of-the-curriculum-and-assessment-review-march-2025-f40b6b1d-5d1b-4f5b-abc2-8daaca8a36eb).
Moreover, we touched upon geographical skills and fieldwork, equity, diversity and inclusion (EDI), decolonising the curriculum, cultural capital, SEND, transition, reading across the curriculum, subject-specific vocabulary, assessment, plus cross-curricular links. These are all extremely important facets and each requires more time and attention than what we had remaining; things to discuss in another session. Furthermore, I was conscious not to leave the Geography Subject Leader feeling overwhelmed. There is only so much that can be achieved in the time that she has available right now; I advised her to break things down into small, manageable steps and appreciate that curriculum planning and development is an ongoing process.
Enjoy the forthcoming Easter break and feel free to fire any further questions at me via e-mail. I look forward to working with the Geography Subject Leader and colleagues again in May when we look at geographical skills and fieldwork in more depth.
‘Concluding comments‘ from the Geography Subject Leader:
Thank you very much for your time and support this morning. It was incredibly useful. I certainly have a great deal to read and digest, but there is a very clear plan for the first steps. A further meeting would be very beneficial and hopefully this can be arranged.