Geography Curriculum Statement

Intent

Coverage of geography should be planned according to the yearly overview and topics with the development of children’s subject knowledge are embedded in each session. Social studies  teaching is embedded in many different subject areas. It is cross-curricular and makes use of computing, literacy, history, drama etc.

Geography lessons are formed through interesting and exciting experiences driven through PYP-friendly vehicles that enhance a child’s awareness of their own abilities and strengths as a learner. National Curriculum objectives are to be covered sufficiently through each inquiry. Outdoor learning opportunities are established – especially in the Foundation Stage.

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 see geographical learning as an on-going process not a one-off event. Teaching involves creating a wide range of happy and rich memories and children are provided with interesting geographical field work.

Implementation

Children will develop a real understanding and appreciation of the world, learning from the best that has been developed and said. For example, local planning officers, retail managers, project and site managers, local farmers and other specialists. Children are engaged in exciting lessons. 

Children will use talk to promote discussion, evaluation and enquiry. Children are also given opportunities to ask their own questions. Wider social issues are incorporated into inquiry lessons.

The vehicles which drive learning throughout the term is the central idea and associated lines of inquiry. Therefore, Geography is taught through these vehicles.

Use of the school environment means that globes and atlases and other research tools are used and embed the children’s natural curiosity.  Each class has an Inquiry display showing the children's questions, findings, work and learning journey. Group work embeds knowledge and independent learning. 

Learning is adapted to fit the needs of individual learners in the class.

Carefully designed, interleaved learning in Geography ensures consistency and progress of all learners. Use of questioning deepens the children’s research. The lessons will fully prepare children for secondary school.

Children have opportunities to work both independently and as part of a group to explore a variety of sources that are linked to the topic. Learning through inquiry: children pose questions and develop research skills to discover answers.

At the start of Inquiries children can think about and question what they know, what they want to know and at the end of the Inquiry reflect on their learning journey. Teachers will make the best use of new technology to enthuse pupils and provide immediacy and relevance.

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.  Teachers use Bromcom and PYP PoI to record children’s progression of skills in social studies. They use peer and self-assessment against agreed success criteria. AfL questions are used in lessons to enhance their understanding.

Impact

Each lesson will include live marking (as per the Feedback Policy). An assessment grid (the Foundation Skills Assessment Sheets) is used to formally record an overview of progress. Children’s learning should be displayed as well as prompts and learning resources. 

Children of all abilities and backgrounds achieve well in Geography reflected in outstanding progress that reveals a clear learning journey. Teachers use visual prompts and thought-provoking questions. Visits within Geography are used to enrich the lives of the children and they are able to discuss how the experience impacted their knowledge and understanding.

Children talk enthusiastically about their learning in Geography and are eager to further their learning in the next stages of their education. Children are happy learners who have a thorough grasp of geographical knowledge. They experience a wide range of learning - delivered through local, national and international context - challenges within the subject and know appropriate responses to them.

Evidence of learning is found in the Inquiry Books or on display in the classrooms. High quality teaching responds to the needs of children.

Resources

Teachers are beginning to build self made websites to aid research for Geography for children of all abilities. The use of ipads and the school library are used for research. Teachers use the local area  and maps as well as globes, alases and technology to embed a wide understanding of geographical features. 

The Geography lead will keep up to date with any developments in the curriculum and will relay these to staff as needed.