Network focus and structure
In celebrating our geographical diverse catchment areas and unique communities we united to strengthen the good learning that takes place in our schools. This network has empowered staff, adults and children alike to use Geography as a vehicle to raise standards in Numeracy, Literacy and ICT. Learning was transferred between schools and reawakened pupils sense of place, with staff and pupils communicating via our network.

Pupil Learning Focus
Each school identified its own strengths and weakness in the curriculum. These were then compared and discussed to identify common elements and common ground. Two real weaknesses were the transference of skills through cross-curricular work and the children’s inability to work independently. All the schools in the network agreed that they wished to pursue the themes of excellence and enjoyment, and make the curriculum more enjoyable, as advocated in ‘Every Child Matters’.

We used Geography to raise standards in Numeracy, Literacy and ICT, whilst ensuring pupils gained key skills in Geography through excellence and enjoyment. In both Key Stages pupils used ICT to communicate with the children in other schools. Children developed Geography mapping skills and maths problem solving. We saw a greater enthusiasm for the learning, especially Geography and raised attainment in Literacy, Numeracy and ICT.

Success Criteria
The Geography co-ordinators from each school devised an interactive base line assessment. This assessed the key skills in Geography, with a focus on mapping. We used Accelerated Learning approaches, VAK and 5R’s to ensure pupils were assessed through observations and discussions with the children.

At the end of the project all children were re-assessed to measure progress.

Learning Activities
Geography and Numeracy co-ordinators created a pack of lessons to deliver the key skills in Geography, ICT, Maths and Literacy.

P.E. D.T. and Art were also used as vehicles for learning. These lessons were taught in preparation for Geography exchange days.

Activities included

• Letter writing
• E-mailing
• Model making
• Mapping activities
• Making plans of the school and classroom

Geography Exchange Days
Each school was matched with a school from a different geographical area. Pupils were paired with a friend from their partner school. In preparation for the day, each pupil created plans of their classroom showing seating arrangements. On the day their partner used these maps to locate their friend.

Leading up to the exchange days the pupils got to know each other through letters and emails, so they were all excited when they finally met their friend. One aspect of the project that exceeded our expectations was the development of social and emotional literacy.

On the day the pupils participated in treasure hunts and maths trails. This provided an excellent opportunity to put their newly acquired learning into practice.

After the first visit the children and staff were buzzing and couldn’t wait for the return visit!

Successes of the Project
Pupil Learning

• Enthusiasm and motivation of the pupils.
• Improvement of pupil’s Literacy, Numeracy and ICT skills.
• A tremendous impact on the children’s level of attainment in Geography (see appendix).
• Development of social skills and emotional literacy.

Adult Learning

• Development of middle management and leadership skills.
• Development of ICT skills.
• Greater professional knowledge pool across the schools.
• Improved teaching and learning.

School Wide Learning

• Improved schemes of work in Geography and Maths
• Dissemination of good practice in all classes.
• Sense of pride in community.

Celebration of Achievements
At the end of the first year of the project two celebration days were held. The staff and pupils came together to share a picnic, meet up with their friends and take part in social games.

Results
Key Stage 1
The initial assessment indicated that 62% of pupils were working at W or level 1 with mapping skills. At the end only 13% remained at level 1 and all the pupils at W had achieved a level. 50% of the children achieved level 2 and 86% achieved level 2 or above at the end of the project.

Three weaker areas at the beginning of the project symbols, scale and perspective showed good improvement. In the area of symbols 100% of pupils started the project at W or level 1 whilst at the end only 24% remained at level 1 the rest were above, including 36% at level 3. Scale was also assessed with all pupils achieving W or level 1 in the baseline with 96% achieving level 2 at the end. Although fewer children completed the perspective area this was initially assessed as 100% of pupils at level 1 of these 57% achieved level 2, a difficult concept for year 2.

Key Stage 2
The initial assessment at KS2 showed us that in regard to mapping skills 74% of the pupils were below level 3 whereas at the end of the project only 42% remained below level 3. The children achieving level 3 at the beginning of the project stood at 25% this rose to 49% by the end. One particular area, symbols had a baseline of 54% of pupils achieving level 1- this dropped to 14%, showing a huge increase in the understanding in this area.

In some aspects the assessment activities didn’t allow for pupils to show progress e.g. the style task had too few features to identify on the photograph thus making it difficult to demonstrate increased skill. The scale task required too high an order of skill so pupils could not demonstrate a growing awareness of scale.

Pupil Self evaluation form
For both key stages a pupil self evaluation form was completed using smiley faces. Very few children were able to identify an activity they didn’t like with different activities being sited as particular favourites. Those scoring the highest ratings for enjoyment were visiting another school, meeting your pen pal and orienteering closely followed by writing letters, following and drawing a map and completing the maths trail.