SGQM
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The document outlines key considerations for applying for a secondary geography quality mark, emphasizing the importance of departmental involvement, pupil participation, and self-evaluation over an extended period. It highlights the need for evidence showcasing quality geography teaching, effective leadership, and the impact of geography on student outcomes. Additionally, the document encourages applicants to engage with their communities and continuously improve their practices.
SGQM
- 1. Secondary Geography Quality Mark 10 thoughts from a moderator since the beginning Alan Parkinson @GeoBlogs
- 2. A process of change • Departmental involvement (staff development) • Identifying areas for development and potentially leveraging funding for those as part of the process
- 3. 1. Why do the Quality Mark ? • Think through your reasons for applying – what do you want to get out of it… - Individually / personally - For the department - For the school ?
- 4. 2. Departmental Self Evaluation • This may be in addition to the requirements from SLT, or could replace some aspects of departmental monitoring and quality assurance with negotiation, as well as Personal Development targets • A process which staff should go through over a period of up to a year – not a quick thing
- 5. 3. Using pupils as evidence • Pupil voice part of the process – an essential part… • Let them know they are part of raising the Quality of geography teaching and learning within the department, and raising the profile of the department within (and beyond) the school.
- 6. 4. Asking (and answering) questions • Each section of the framework includes a question to frame the discussions that you will have as a team over the coming months
- 7. 5. Audit - honesty • Targeting areas for improvement – the fact that you’ve opted to go for SGQM shows you are serious about this… “Every teacher needs to improve, not because they are not good enough, but because they can be even better.” Dylan Wiliam
- 8. 6. Support • Julie Beattie at the end of an e-mail to GA • VLE – additional ideas of materials from previous applicants – examples of previous applications • Pebblepad now used – ePortfolio, rather than bulging lever arch files we had at the start of the process
- 9. 7. Evidence • The quality and quantity of evidence may not be a problem, but the choice of evidencecan sometimes let schools down • We are particularlyinterestedin student work – don’t include pages and pages of data • We’re not looking for perfection…but certain things set our alarm bells ringing e.g. downloaded documents / resources used without accreditation to creator (we generally know who makes and shares stuff online) • Take LOTS of photos of decent work through the year
- 10. ePortfolio • Tell the story of the department • Involve everyone – try not to make it look like one person is leading everything (even if they are)… if they move on, what will happen ? • Is Quality Geography ‘embedded’ ?
- 11. Key Indicators: Geography Teaching This section asks you to show how you communicate enthusiasm and passion about geography to your pupils. Your evidence will show that the department has high expectations and a high level of confidence and geographical expertise, both in terms of your specialist and up-to-date knowledge and your, understanding of effective learning in geography. Evidence might be in the form of a mixture of long, mid and short term planning documents (schemes of work or selected extracts), lesson plans identifying the effective use of geographical data and ideas which are located and placed within a wider contextual knowledge of place, examples of the range of effective assessment methods you use and how you ensure progression in geography.
- 12. Outcomes demonstrating good geographical knowledge Remember what Margaret Roberts would think – what makes a geography lesson good? And don't leave us asking "where's the Geography?" It would be valuable to show how you take account of pupils’ views (formally and informally) and examples of your assessment methods with some ideally showing pupil involvement in a change of some kind. We would like examples of pupil work which exemplify that the key indicators have been met. This can be in a variety of forms such as photographs, scans, video, blogs.
- 13. Behaviour, attitudes and values Evidence might include pupil testimony and pupils’ peer-feedback, photographs of students working with teacher annotations to illustrate the context, comments from outside speakers, field centres and parents etc. You may also provide evidence about how your pupils take an active part in understanding and managing risk such as those associated with fieldwork and out of classroom learning. BlackLivesMatter amongst external contexts you may want to reflect in your curriculum.
- 14. Leadership and management in Geography This section asks for evidence showing the impact of good leadership on the geography in your school. A good leader has the ability to: develop a clear vision and strong sense of purpose for geography, which leads to improvements in outcomes for learners and is based on shared values and evaluation of evidence of current practice and outcomes. mobilise, enable and support others to share the vision and develop and follow through on strategies to raise standards in geography Liaise with other curriculum areas and local primary schools.
- 15. 8. Summer moderation process • Quality of applications getting better all the time, so a weaker one stands out • Important to see what is planned next as well as what has come before (3 year accreditation) and for resubmissions that targets have been met and feedback acted on
- 16. 9. Departmental ‘extras’ • Publicity – internal and external • Newsletters - internal and external • CPD – led and attended • Awards – Eco / Ashden etc. Led by geographers or student essay / photo competitions e.g. YGOTY • FIELDWORK – vital part, and not just the big trips abroad, but opportunities for all in all age groups.
- 17. 10. Good luck if you choose to apply. Further questions? Get in touch