Giving Direction to Geography
Quality of Learning

• The overall quality of learning in geography is good in each of the schools visited.
• Pupils have a very positive attitude to their learning. They are interested in and usually enjoy their work in geography.
• Relationships between pupils are very good, as are those between staff and pupils, and contribute significantly to the pupils' quality of learning.
• Where the quality of learning is very good, pupils respond confidently to challenging tasks which require them to use a variety of resource material, to work collaboratively to problem solve, and to present reasoned answers to key geographical questions.
• In some schools there is an over reliance on worksheets to facilitate learning activities. This leads to work that is often decontextualised and does not allow pupils to respond to stimuli in detail or at length.
• Continuity in learning within and between lessons is good. It is strongest where schools have effective medium and long term planning.
• Progression in learning between schools is less secure. Undue repetition is sometimes evident, and teachers do not always take sufficient cognisance of prior learning gained within the previous key stage.

Quality of Teaching

• The quality if teaching is good overall, with some very good practice observed.
• The majority of lessons are well structured to include a variety of activities. In the best cases, the purposeful, well-planned sessions allow the pupils to:
  • develop their enquiry skills
  • interpret information
  • problem-solve
  • and assimilate geographical knowledge at a good pace
• Medium term planning continues to improve. Subject leaders in all key stages influence provision and outcomes positively and provide good leadership.
• The majority of teachers probe and develop pupils' understanding through skilful questioning, with emphasis placed on the correct use of geographical vocabulary and terminology within pupils' oral and written responses. Most teachers demonstrate good geographical knowledge and provide opportunities for the development of pupils learning skills.

In one school prominence is given to the key geographical questions as an initial stimulus to the pupils' approach to a topic. An A1 planning chart is used to record the pupils' ideas, hypotheses and intuitive responses. The chart is then displayed as a reminder of the term's work and is supplemented or developed with 'new knowledge' as the key questions are investigated in detail.

• A good range of resources is used effectively to support learning. The 'Gerry's Story' bilingual resource scheme used by one school enabled KS1 pupils to use secondary sources to evaluate information of a contrasting locality, and develop their literacy and understanding. Pupils in one Year 6 class demonstrated very good interpretive map skills when required to apply their knowledge and understanding to an unfamiliar locality depicted on a 1:50,000 O.S. map and on an interactive white board. Year 7 pupils confidently synthesised information presented in a variety of formats when investigating the siting of a reservoir in Mid-Wales.
• Well-organised teaching and learning approaches enable staff to intervene to provide support and feedback within lessons. While access is secured for all pupils, the more able pupils would benefit from increased opportunities to take the work further.

Some very good work was seen in a Year 6 study of the impact of tourism within St. Lucia. The pupils were aware of the issues and conflicts, and the complexity inherent in achieving a satisfactory solution. The high expectations and carefully matched tasks allowed all pupils to give of their best, and to achieve an impressive level of understanding.

Continue: Areas for Development