Some of the steps that the subject leader at St Peter's school has put in place to support assessment.

1. 2a). Pupils’ achievement is high when considered in relation to
age, ability and prior experience.
3b) Assessment is seen as a key tool in planning learning, supporting and
monitoring pupil progress.
DEVELOPING
St Peter’s Catholic Primary School, Billericay, 2009

2. How quality of provision (3b) and pupil achievement
(2a)interlink
Building on prior learning
• 3b When teachers start a
new geographical topic
they are asked to
informally assess the
children’s prior
knowledge of the topic.
(see 3b Geography
Assessment Sheet)
Teachers are then able to
highlight areas that need
particular development.

3. • 3b In order to ensure
• Ensuring progression ‘high achievement’ and
progression teachers
have been provided
with level descriptors
for the topic in
question for their year
group and those levels
above and below. To
secure the children’s
learning emphasis is
placed on practical
activities and fieldwork.
End of unit assessment on how children’s attitudes have developed: Children have a
more enhanced understanding of their local area and the history of the area. They
have better understanding of OS maps and plans of buildings. They are able to colour
or create symbols for maps of the school grounds. They can use maps with keys and
answer questions about the area. They can describe their local area to an outsider
and describe in detail the features of the area.

4. 2. Route to
school
Autumn 2008: Year One and Three
map work. In appendix one we can
see progression through the year
groups. Following on from our
1. Home recent building works we have
address been able to utilise the architect’s
plans of the school. Year One have
labelled the different areas while
in Year Three more detail is seen
and the use of keys has been
introduced.
2a - Year One Autumn 2008: In these pictures we
can see map work produced by Emily and the
progression she has made in her learning from
foundation stage. In reception classes the children
would have talked about their homes and drawn
pictures of their houses. In Year One they start to
record their knowledge. Here the children would
have studied the school and its grounds. But now
the teacher has progressed to putting the
children's understanding of their home and local
area into context

5. Autumn 2008: Year One and
Three map work. In appendix one
we can see progression through
the year groups. Following on
from our recent building works
we have been able to utilise the
architect’s plans of the school.
Year One have labelled the
different areas while in Year
Three more detail is seen and the
use of keys has been introduced.
Appendix 1- 2a:
Pupils’
achievement is
high when
considered in
relation to
age, ability and
prior
experience- Year
1 and Year 3
maps of school
Year One

6. 3b) Assessment is seen as a key tool in planning
learning, supporting and monitoring pupil progress.
• Our ‘Bronze Action Plan’ also highlighted assessment as an
area of development. In the past assessment in geography
did not have a high profile. Since working towards the
PGQM a new assessment system has been set in place (see
2a and appendix 3). The purchase of ‘Teacher Assessment
Activities Geography: Foundation Stage and Key Stage 1’
and ‘Teacher Assessment Activities Geography: Key Stage 2’
(QCA) have provided inspiration for assessment activities.
Teachers now feel that they have a better understanding of
the children's progress in geography and as a subject leader
I can assist my colleagues in ensuring that progression is
seen across the year groups.