The new Education Inspection Framework – through a geographical lens

[...]Ofsted inspectors are likely to pursue lines of enquiry that may feel quite challenging, such as: * why specific themes, topics and content have been included in the geography curriculum and what makes this content the most appropriate and useful * how the sequencing of this content helps to build students' knowledge, understanding and skills in geography over time * whether there are clear expectations around what students will know and be able to do with their geographical knowledge and skills at curriculum 'end points' (such as the end of a key stage). In the authors' view, particular thought needs to be given to: * how the intent for the subject helps steer the teaching and assessment * why specific teaching approaches have been selected and how they are appropriate for all students * how specialist aspects such as the provision of fieldwork across the curriculum help build knowledge and skills * the subject and specialist pedagogical knowledge of those teaching geography in the school - and what is being done to support them. Since inspectors will no longer be making use of internal data to assess the attainment or progress of pupils, there is likely to be greater focus on the first-hand evidence available from the interviews, lesson observations and book scrutinies that are discussed in the implementation section above. Geography, when taught well, can help us better understand ourselves, our relationships with others and with the world in which we live. [...]the EIF section on Personal Development (Ofsted, 2019a) provides a wealth of opportunities to demonstrate how the subject can contribute to the wider curriculum.