Embedded Files
INTENT
INTENT
Our curriculum is structured to introduce and revisit knowledge, following the principles of instruction, guided by understanding how the memory works and cognitive load theory.
Teaching and Learning Handbook
Teaching and Learning Handbook
TandLprinciplesdec2020final copy.pdfThis has been shared with all staff in an Inset and contains subject level policy and specfic information about
Subject specific skills
Recording and Evidence
Assessment
Key resources
Home learning
Planning for subject coverage
Planning for subject coverage
Cusp summer term.docxClass timetables have been built to ensure a broad and balanced curriculum.
Subjects have been blocked in a spaced retrieval model to support catch up and to build the frequency of science and wider curriculum subjects. This maximises learning time
Long term subject overview
Long term subject overview
IMPLEMENTATION
IMPLEMENTATION
Reading in my subject
Reading in my subject
All Geography modules are underpinned by high quality texts which support wider curriculum reading. As part of our Community curriculum partnership we are working closely with Curriculum Visions to ensure our subject content has supporting materials which can be accessed by pupils in school and at home.
As well as our own school library, extensive site and online resources, we also access, where possible local organisations and the local library and enable children to broaden their geographical understanding and curiosity through educational visits.
Vocabulary in my subject
Vocabulary in my subject
Vocabulary forms a key part of our wider curriculum. Subject specific Tier 2 and Tier 3 words are incorporated in each module and pupils are encouraged to develop their own 'Vital Vocabulary' lists along with dual coding to expand their geography vocabulary repertoire.
Vocabulary is detailed in each unit plan, along with prior learning
INCLUSION
INCLUSION
To think hard is the right of all pupils, regardless of their starting point.
To think hard is the right of all pupils, regardless of their starting point.
Within Geography ALL pupils will take part in all the lesson sequences, but we need to be clear about the critical core content for pupils with SEND.
The lesson structure is set out in the T&L Handbook
To adjust content for all learners teachers will highlight the SEND core content from the key knowledge map (example 1)
Knowledge notes will also be chunked to ensure learners understand key content.
This will then lead to our assessment framework. Some pupils may show extended knowledge and be skilful with it from other lessons.
Our curriculum builds in structured response frameworks to promote hard thinking and retrieval. This includes
Double Page Spreads, knowledge notes and organisers
Support for Retrieval including two things, Flick back 3 or 4, Give one – Get one and vocabulary quadrants
Structured response frameworks
Sequenced thinking paths
Word paths
Cause and effect paths
Deliberate practice
More detail can be found here:
LInk to - How do we support children to think hard
Example of knowledge progression
The planning documents set out misconceptions, prior learning and future learning
Support for SEND pupils
Support for SEND pupils
All staff are aware of school Pyramids of Need highlighting additional needs which need to be supported. In addition all pupils on the SEN register have an individual pupil passport held on Edukey which sets out how best to support them and key targets
IMPACT
IMPACT
Assessment
Assessment
We use Insight HQ to record assessment termly. This is reviewed by subject leads.
Latest monitoring of data has highlighted a need to moderate standards in geography internally and this has been planned Summer term
Cumulative Quizzing is used to support assessment lesson by lesson and at the end of each module
At the start of each module, pupils undertake a short quiz in Years 3-6 or a verbal assessment (Years 1-2), to establish prior knowledge and understanding of the module content. Throughout each module pupils continually revisit previous content and quizzing to reinforce key knowledge and vocabulary.
At the end of the module, pupils take another quiz to check their understanding and Knowledge.
MONITORING: Pupil Book Study
MONITORING: Pupil Book Study
Senior leaders and subject leaders regularly undertake book studies to monitor the effectiveness of teaching and learning.
We use Pupil Book Study to review with small groups of pupils using questioning to check and ensure information and knowledge is acquired and understood with increasing confidence. Feedback is given to teaching staff to inform future planning.
Improvement and Monitoring Cycle
Improvement and Monitoring Cycle
Latest feedback to staff
Latest feedback to staff
https://docs.google.com/document/d/1vH12U8MknulaVP2JhTTxH15t5PyZeGiF/edit?usp=sharing&ouid=104388823039464767456&rtpof=true&sd=true
Current Key Subject Actions
Current Key Subject Actions
Autumn 23
Train all staff in using Digimaps to support curriculum
Structure of the lesson - retrieval task every lesson (KS1 oral, KS2 evidenced in books) and vocabulary tasks used consistently.
Use of thinking tasks in books
Whole school SIP (2022/23)
Whole school SIP (2022/23)
SIP 2022 23.pdf
Examples of work
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