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We come to school to love, learn and share in the light of Jesus

Geography

Intent 

Geography topics are informed by the national curriculum and are sensitive to children’s interests, as well as the context of the local area and recent news and events. Our Geography curriculum is carefully planned and structured to ensure that current learning is linked to previous learning and that the school’s approaches are informed by current pedagogy. In line with the national curriculum 2014, the curriculum aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:

-  collect, analyse and communicate with a range of data gathered through experiences of fieldwork

- interpret a range of sources of geographical information, including maps, diagrams, globes and aerial photographs

- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Implementation


Geography is taught in termly blocks throughout the year, so that children achieve mastery in their learning. The key knowledge and skills that children acquire and develop throughout each unit have been mapped to ensure progression between year groups throughout the school. Each topic is introduced with reference to the chronology of previous topics (including those from previous years).

Cross curricular outcomes in Geography are specifically planned for and these are indicated on the school’s curriculum long term plans. The school’s own context is also considered, with opportunities for visits to places of geographical interest and learning outside the classroom also identified and embedded in practice. Educational visits are planned, in order to provide engaging contexts for learning, 

Planning is informed by and aligned with the National Curriculum.  Teachers carefully design the sequence of their geography lessons. Planning of units of work is underpinned by the 5 Cs of content, coherence, creativity, compassion and community. 

Impact


Outcomes in topic evidence a broad and balanced geography curriculum and demonstrate the children’s acquisition of identified key knowledge. Pupil voice activities are regularly carried out by subject leaders and governors, in order to monitor the impact of teaching on knowledge acquisition. Children can talk confidently and enthusiastically, sharing the knowledge that they have gained during a topic. 

Emphasis is placed on analytical thinking and questioning and children demonstrate a coherent knowledge and understanding of UK and the wider world. Children use journaling to record their learning. Journaling questions are carefully planned to ensure that children think critically and are apply to apply understanding of the past to the wider world. 

Awards