Over the last few years, the role of a primary subject lead has changed. With a greater emphasis on the quality of curriculum children receive, the expectations of leaders in each subject have also risen dramatically. Gone are the days of simply allocating the different topics to year groups.
Over the past year we’ve been working behind the scenes with Reach Academy Feltham to bring you a new, whole-school curriculum for Primary History and Geography.
This is the final blog in a series of three which have explored the impact of Ofsted’s new framework on the teaching of Geography in schools. Having previously tackled both intent and implementation, I will now move on to the final ‘i’, impact.
This is the second of three blogs written to explore the impact of Ofsted’s new framework on the teaching of Geography in schools. In the previous blog, I outlined Ofsted’s intent expectations and showed how Pearson Edexcel’s GCSE Geography courses help to provide the structure for an engaging, progressive and broad and balanced curriculum. In this blog, I’ll be digging deeper into the research base of Ofsted’s second 'i', implementation.
This is the first of three blogs exploring the impact of Ofsted’s new inspection framework on the teaching of Geography in schools. At the GA’s 2019 conference, Iain Freeland, Her Majesty’s Inspector for Geography, told delegates that curriculum had replaced data as Ofsted’s new ‘unit of inspection’, urging geographers to go back and look again at what they teach and how they teach it.
