Geography
Our subject lead for Geography year 5/6 teacher Mr Doyle
Intent
We believe that our children are entitled to a broad and balanced curriculum that creates curiosity about the world and the people of the world. In line with the national curriculum 2014, the curriculum aims to ensure that all pupils:
Gain a clear knowledge of the Earth’s physical and human processes;
Gain and understanding of where places are in the world, what they are like and make comparisons to places familiar to them;
Ask questions to extend their knowledge of the world and meet the curiosity that arises when learning;
Think like a Geographer;
Have an extensive basis of geographical vocabulary and general knowledge.
Implementation
Geography lessons are planned as part of a themed approach giving children the opportunity to develop connections and improve their skills. A progression of geographical skills has been mapped for each year group and is used to ensure that children have opportunities to improve their work. The long-term planning allows children to see parallels to previous topics and extend their growing knowledge of the world as they progress through school. Children take part in field work in their local environment and trips to extend their knowledge. The school uses Kapow at its core. Geography work is commended in our regular Celebration Assemblies
Impact
Through our geography curriculum our children will become engaged, creative, confident geographers with a genuine interest in the subject and the want to extend their knowledge and skills. Outcomes for each child are recorded at the end of a unit of work and regularly throughout the year and analysed for next steps.
-Individual attainment recorded at the end of each unit
-Geography Subject leader analyses the results at the end of each term and sets next steps.
-Classteachers inform the Geography subject leader of barriers, strengths and adaptations to the terms teaching and learning.
Early Years
In the Early Years Foundation Unit, the following applies to the children’s learning:
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension
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ELG: People Culture and Communities Children at the expected level of development will: -Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts, and maps; -Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; -Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.
ELG: The Natural World Children at the expected level of development will: -Explore the natural world around them, making observations and drawing pictures of animals and plants; - Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class; - Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. |
