Reevy Hill Primary School

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Geography

Geography 

 

"The study of geography is about more than just memorising places on a map. It's about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it's about using all that knowledge to help bridge divides and bring people together.

 - Barack Obama

 

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 

 - National Curriculum, 2014

Children's Learning

Intent, Implementation and Impact

 

Intent 

 

The national curriculum for geography aims to ensure that all pupils:

 · Develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

 · Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

· collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes

 · interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)

· Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. (The National Curriculum).

Geography is essentially about understanding the world we live in. It helps to provoke and provide answers to questions about the natural and human aspects of the world. At Woodside Academy, children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum enables children to develop knowledge and skills that are transferable to other curriculum areas. Geography is an investigative subject, which develops an understanding of concepts, knowledge and skills. Our intent, when teaching geography, is to inspire in children a curiosity and fascination about the world and people within it; to promote the children's interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth's key physical and human processes.

 

Implementation

Geography is taught weekly in Autumn 1, Spring 1 and Summer 1. Teachers have identified the key knowledge and skills of each blocked topic and consideration has been given to ensure progression across topics throughout each year group across the school. In EYFS, children set the foundations for their geographical learning and then in Y1-Y6 location knowledge, map skills and fieldwork are woven throughout the children’s Geography units. Effective use of educational visits, local fieldwork and visitors are planned, to enrich and enhance the pupil’s learning experiences within the Geography curriculum.  In-depth fieldwork opportunities are greatly amplified throughout bespoke local area units where children go out into the field to conduct observations, surveys, investigations and field sketches. 

Throughout units of work, children have ample opportunity to revisit pervious learning with each unit of study ending with a piece of work which provides the children with the opportunity to showcase their learning whilst also giving the unit a purpose. In order to support our children with knowing more and remember more, as well as revisiting prior learning, each lesson begins with Mapingo – a fun game which helps pupils develop location knowledge. The Geography curriculum is underpinned by quality teaching and resources and continues to develop in line with the most recent research and ongoing CPD opportunities

 

Adaptive Teaching:

All children are entitled to an appropriate education, one that is bespoke to their needs, promotes ambitious standards and the fulfilment of potential. This will enable them to:

  • achieve their best
  • become confident individuals living fulfilling lives

Geography lessons are planned to address potential areas of difficulty and to remove barriers to pupil achievement. Teachers make reasonable adjustments, to prevent disadvantage and discrimination and to promote equality of opportunity for all pupils.

In addition support is provided through:

  • Pre-teaching geographical vocabulary
  • Provision of subject specific knowledge organisers
  • use of sentence stems to structure writing
  • Local area visits are planned to reinforce learning or introduce new vocabulary
  • Small group work
  • Adaptive questioning based on Blank Level questioning

 

Enrichment:

Where applicable links to geography will be made through educational Visits. They are organised to enhance children’s topical learning and extend their knowledge and skills further.

How we develop the moral compass and character of our children

Our aim is to ensure that children are equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world. We want the children to have thoroughly enjoyed learning about geography, therefore encouraging them to undertake new life experiences now and in the future.

 

Oracy across the curriculum

Oracy is incorporated across our broad and balanced curriculum to develop understanding and higher order thinking. Oracy supports pupils to make their thinking clear to themselves as well as others. Opportunities to promote oracy are carefully planned into lessons. Questions are differentiated to ensure full participation and pupil discussions are scaffolded to ensure inclusive practice.

 

Oracy in Geography:

We explicitly teach subject specific vocabulary in Geography so that children can accurately refer to and describe key human and physical features in a geographical area. Throughout the geography curriculum there are many opportunities to develop oracy skills through debate, discussions and presentations. Children will also develop oracy skills by participating in fieldwork experiences. 

 

Impact

Geography aims to develop pupil knowledge and understanding of the world around them whilst inspiring curiosity, fascination and a love for learning. The teaching of the subject equips pupils with knowledge about diverse places, people, resources and natural and human environments, as well as supporting the development of a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Children learn about careers related to geography from members of the local and wider community, with specialist skills and knowledge and this ensures that they are well prepared for the next steps of their education.

 

 

 

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