1. PGQM A3: Values and attitudes
Pupils' positive attitudes towards geography support progress within and between stages of learning. E.g. to the next year group, key stage, school.

2. A3
Explorer’s club runs in Summer term 2. children use orienteering skills to locate treasure. Children follow word hunts.
Year 6 six children explore the new locality on a week residential visit to Kingswood centre. Year 6 explore the new environment, use map skills, team work and orienteering.
Ashmount Primary

3. GA magazine is available for all staff.
A3 ,T1, T2
Pupil and staff questionnaire give a deeper insight into how geography is taught, Ashmount's strengths/weaknesses likes and dislikes. The geography resource library in the staff room is regularly updated and courses available are advertised for all staff. The resource cupboard is always in use and provides staff with exciting resources.
Ashmount Primary
GA magazine is available for all staff.

4. PGQM A3 After School Travel Club
Barlows Primary
We liked the way that a passport was used as a record of achievement and participation, and how the result was an artefact that could be handled and also taken home. It’s not just art that produces art…
Pupils make a passport on week 1 then learn key facts about a different country each week throughout the term. They enjoy stamping their passport for each session they attend and create a D+T piece to take home.

5. PGQM Bronze Award - Burlington Junior School
A3 Values and attitudes (GLP A3) Key indicator: Pupils' positive attitudes towards geography support progress within and between stages of learning. e.g. to the next year group, key stage, school.
Context: In February 2014, a whole school geography survey involving all pupils was undertaken. The results are summarised on this page.
Rationale for inclusion: The whole school geography survey demonstrated high levels of enjoyment of geography lessons across the school. It also showed a relatively high understanding of a simple definition of geographical study, though further work is needed to widen pupil understanding of the kind of areas geographical studies entail.
Key links to other PGQM assessment criteria:
B1, B2
Burlington Junior School
Nicely set out data and the context
PGQM Bronze Award - Burlington Junior School

6. What is Geography like in our school?
PUPIL VOICE
TICKLED PINK
In Geography, I enjoy…….
how other countries run / traditions
Map work
Using ICT in Geography e.g. Google Earth
using compasses
Natural disasters
Learning about places we have never been to.
Linking our learning to real life e.g. fieldwork.
What’s In the News assemblies / watching Newsround in class.
GREEN GROWTH
I would like more……
Treasure hunts with compasses
Learn about other countries cultures.
Find our about rivers in different countries
Go out on more visits/ more experts and visitors come in.
Drama based activities.
Exminster Community Primary
We loved this way of discussing successes and further work with students… These whole school initiatives which are based around a simple memorable hook often work well.
Achievement: A3: Values and Attitudes

7. A2. Geographical skills are having some impact on supporting children’s geographical understanding; this is being developed across the school.
A3. A growing number of pupils enjoy geography and can explain why they value it. Pupils’ growing understanding of the world gives them confidence when moving on to the next stage of learning.
Prior to our trip to Warwick Castle, children were set a challenge to create a map of Warwick Castle. This set a purpose for children’s mapping skills to be used. Children had previously visited aspects such as perspective and the skill of ‘messy mapping’ had previously been used to create an imaginary location.
Children were immediately excited by the purpose of
the task and grasped the concept quickly. Children responded well to the differentiated activities.
The task enabled children to show and evidence their current understanding of mapping as well as develop and create their own key to represent areas on their map.
Swallowfield Lower School
Y1 – Creating Maps
Swallowfield Lower School 2014 Bronze Award Application

8. A2. Geographical skills are having some impact on supporting children’s geographical understanding; this is being developed across the school.
A3. A growing number of pupils enjoy geography and can explain why they value it. Pupis’ growing understanding of the world gives them confidence when moving on to the next stage of learning.
Children used 3d building blocks to build the features of the castle shown in the drawings from an artist on large pieces of paper/Perpex. Children then traced the features to create a 2d map representation of their 3d building.
Y1 – Mapping Results
Children built the different features of Warwick Castle in a tray of sand with building blocks, using the artist’s drawings for clues for where to place them. Once they had built it a piece of Perspex was placed over the top of the tray. A wipeboard pen was then used to trace the areas , with children exploring the real aerial perspective that is usually seen on a map. Children than labelled the different features using the initials of features that were shown on the key that was given to them.
Children use different colours to represent the different features of Warwick Castle on the map. They explored recording the colours to sshow features on the key.
Swallowfield Lower School
Swallowfield Lower School 2014 Bronze Award Application

9. “Most places are found in the North West of Britain.”
A2. Geographical skills are having some impact on supporting children’s geographical understanding; this is being developed across the school.
A3. A growing number of pupils enjoy geography and can explain why they value it. Pupils’ growing understanding of the world gives them confidence when moving on to the next stage of learning.
In Year 3 their topic of ‘Vikings’ linked to using maps and place names as clues to historically being places where Vikings created settlements.
“The suffix at the end of the place names give us a big clue to them being an original Viking settlement.”
Emily
Children had to use maps, building upon those skills developed in KS of creating their own map to gain understanding, as well as locating continents and countries. Children were encouraged to recognise the symbols and representations on a map as well as explore place name and locations of different places on a map of the British Isles.
Swallowfield Lower School
“Most places are found in the North West of Britain.”
Ben
Y3 – Using Maps
Swallowfield Lower School 2014 Bronze Award Application

10. What do we learn about in Geography?
A3. A growing number of pupils enjoy geography and can explain why they value it. Pupils’ growing understanding of the world gives them confidence when moving on to the next stage of learning.
‘Engines.’ Noah G
‘Know about zoos.’
Abbie
‘Learn about space.’
Matilda
‘Castles.’
Jack
What do we learn about in Geography?
Y1 answers (Autumn 1)
‘Learn about maps.’
Leilani
‘Riding a bike.’
Martha Bi
Swallowfield Lower School – pupil voice coming through again, and showing a range of geographical connections being made
Children were asked for their initial ideas as to what is studied in the subject of geography. The difference in ideas from Year 1 and Year 4 pupils show children's developing sense of geographical understanding. It proves that children are developing their understanding of the subject, linking their ideas to topics and areas of study explored during their time at Swallowfield.
‘Other countries.’
Daisy
Swallowfield Lower School 2014 Bronze Award Application