At Langley Park Primary Academy, we want every child to be happy and enthusiastic learners of Geography, and to be eager to achieve their very best in order to fulfil their considerable potential. We believe that Geography helps create and answer questions about the natural and human world and it is an investigative subject, which will develop an understanding of concepts, knowledge and skills. Langley Park Primary Academy’s Geography curriculum has been designed with the intent to develop our children’s Geographical skills and knowledge with real life applications allowing them to become fluent and confident geographers.

Scheme of Learning

Our PYP approach is underscored by the National Curriculum. It allows for appropriate sequencing and aims to secure long-term memory as well as the enjoyment of learning a geography. The progression of skills in geography is mapped on the links below.

We will deliver a curriculum that :

• Our principal aim is that children leave Langley Park Primary Academy geographically literate individuals capable of making informed decisions and understanding their role as global citizens, with a greater understanding and knowledge of the world, as well as their place in it, driven through PYP-friendly vehicles that enhance a child’s awareness of their own abilities and strengths as a learner; thus ensuring that children see learning in Geography as an on-going process not a one-off event and a subject that develops knowledge and skills which are transferable and promote their spiritual, moral and cultural development.

• We intend to inspire a curiosity and fascination about the world, its diversity, interconnectedness, sustainability. and its people which will remain with our pupils for the rest of their lives, best equipping them for further education and life.

• Children will meet the National Curriculum expectations in Geography, which will be taught by highly-qualified, enthusiastic staff who will support children to develop mastery of concepts and inspire enthusiasm and interest in the subject.

• Opportunities will exist for children of all ages to experience learning beyond the classroom, interleaved with other other areas of the curriculum and international-mindedness. In tandem with this approach, cultural capital opportunities will allow learners to enrich their knowledge; for example, visiting places they may not normally consider or places of geographical interest or conducting geographical surveys within the local area to gain relevant information that will contribute to the curriculum vehicle (e.g. land use mapping of retail to find maximum sales opportunities).

• Children will develop a deep understanding of the subjects they are studying. They will increasingly use their prior knowledge to solve problems and develop the sophistication of Geography.

• Children will understand how British Values relate to Geography.

• The Geography curriculum is designed provide a broad and balanced curriculum that promotes knowledge, skills, and understanding to ensure that we equip pupils with knowledge about diverse places, people, resources and environments, along with an understanding of the Earth's key physical and human processes and conduct meaningful fieldwork.

• Deliver impactful and engaging geography lessons that promote active learning and critical thinking.

Teaching and Learning

• The subject leader for Geography will meet the senior leadership team and representatives from the Trust on a regular basis to evaluate provision in order to ensure that teaching and learning in Geography is outstanding. Where necessary, staff will receive coaching and training in Geography.

• Carefully designed, interwoven learning in Geography ensures consistency and progress of all learners.

• The vehicles which drive learning throughout the term is the central idea and associated lines of inquiry. Therefore, Geography is predominantly taught through these vehicles, with discreet teaching used when necessary.  Other ways of learning include by guest speakers who are specialists in their field, trips to businesses, fieldwork to relevant places of interest, innovative use of technology such as GPS mapping systems, to name but a few.

• Clearly defined end goals are set in order to guide children to achieve their potential. This ensures work is demanding and matches the aims of the curriculum whilst still fulfilling the requirements of a PYP approach. Geographical knowledge and skills are progressive and sequenced to deepen their growing knowledge about the world.

• Knowledge Pathways will support teachers to plan lesson with a clear understanding of and development on children's prior learning.

• High quality teaching responds to the diverse needs and abilities of learners.

• Teachers will utilise a range of pedagogical approaches, such as active learning, group work, and inquiry-based learning, to facilitate engagement and deeper understanding.

• The use of effective questioning techniques, analysis of primary and secondary sources, and the integration of technology will be encouraged to enhance learning experiences.

• Teachers will create a positive, inclusive, and supportive learning environment that promotes active participation and collaboration among learners. 

• High quality input from experts and educational resources complement the delivery of specialist learning admirably. Children understand how Geography is used in the wider world including careers.

Assessment

• Books will be marked following the Marking and Feedback Policy. Homework is not formally set in geography but children are encouraged to take part in enrichment opportunities such as visiting different counties, using compasses on fieldwork and making effective use of academy grounds.

• Spiral learning is a key focus of all formative and summative assessment with teachers actively marking work in lessons in order to identify misconceptions early.

• An assessment grid (the foundation skills assessment) is used to formally record an overview of progress of children.

• Feedback will be provided to learners to enhance their understanding, celebrate achievements, and guide them toward improvement.

• Pupil voice will be used to listening to the views, wishes and experiences of all children and young people in relation to the geogrpahy learning.

Resources

• The geography subject lead will ensure access to a wide range of resources, including atlases, maps, globes, books, multimedia, and digital tools.

• Teachers will be supported with professional development opportunities to enhance their knowledge and understanding of Geography, including available resources and teaching methodologies.

• Integration with other subject departments will be encouraged to provide cross-curricular learning opportunities.

• The local and wider community will be used where able to support understanding and development of geographical knowledge and fieldwork skills in a real world setting.

• The school will foster partnerships with community organizations, local businesses, and relevant experts to enhance learners' understanding and engagement. 

• Children are happy learners within Geography. They experience a wide range of learning challenges within the subject and know appropriate responses to them, such as informed choices regarding current environmental issues e.g. limiting the use of plastics.

• Through Geography, children deepen their understanding of the world around them and their place in it. As part of the global community, they understand that they are called to look after and protect the world given to them.

• Visits within Geography have enriched the lives of the children and they are able to discuss how the experience impacted their knowledge and understanding.

• Children of all abilities and backgrounds achieve well in Geography reflected in outstanding progress that reveals a clear learning journey. Children talk enthusiastically about their learning in Geography and are eager to further their learning in the next stages of their education.

• There is a proven track record of the impact of deep learning.

• Clear outcomes focus and guide all Geography development plans and drive improvement.

• Fundamental British Values are evident in Geography and children understand how it can celebrate difference.

• Through wider reading in Geography, children will develop a deep and consolidated knowledge and understanding of the curriculum with current real life examples. Children will develop an understanding of real world examples of: floods; earthquakes, etc. within their lifetime.

• Through this exposure, children will produce work that is influenced by the best of the best.