To offer a diverse geography education which aims to inspire our children to become curious and open-minded about the world around them. We aim to instil a fascination about the world, its people, physical features and ever changing and challenging environmental issues. We aim to inspire and teach our children to become critical thinkers for the rest of their lives.
When our children leave our school at the end of Key Stage Two, we want them to be: open-minded, critical thinkers who understand not only how physical processes shape the planet but also how their own actions have an impact on the Earth too.
Geography is taught as a subject not as ‘topic’ in order to ensure that our children understand what geography is and can therefore self-regulate their knowledge and progress in this subject.
Each unit of learning has a ‘key question’ or ‘line of inquiry’ which is the stimulus for learning.
The children have opportunities throughout units of learning to further develop their understanding of: location, place, physical processes/features, human activity, fieldwork skills and map skills.
Pupils will use different resources, some of which may include: OS maps, Geographical information systems (Google Earth), photographs, atlases.
Geography is taught regularly across the year so that the children have clear progression and opportunities for retention alongside learning the new content and knowledge.
Field trips/fieldwork – teachers are encouraged to use local organisations/ places where there is relevance to their unit of learning. This enables children to have an understanding of some of our ‘local geography’.
Lessons now often start with a short activity which allows the children to ‘bridge back to prior learning’ as research informs us that this helps to develop long term retention of facts.
Impact/ priorities for this year:
- Embed the geography planning into all year groups and for all teaching staff to further develop their confidence in delivering a progressive geography curriculum.
- To ensure that achievement of ARE or above in geography is consistently high across each year group and that the gaps are narrowed in previously low attaining cohorts.