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Why Geography matters:
Why Geography matters:
Geography inspires our children to develop a curiosity and fascination about the world and the people within it that we aim will stay with them for the rest of their lives.
The study of Geography in our school enables us to realise our vision of life in all its fullness by:
The study of Geography in our school enables us to realise our vision of life in all its fullness by:
Kindness - Learning about a variety of places and cultures helps the children to consider the similarities, differences and diversity that exists within the world and deepen their respect and empathy towards others.
Integrity - Developing an understanding of humans’ impact on the world and our responsibility towards the planet prepares our children to be informed, responsible citizens.
Growth - Learning about the world helps our children to develop a sense of awe and wonder, showing them a broad range of possibilities, inspiring them to achieve and to be people who make a difference to the world around them.
How we deliver it:
How we deliver it:
Teachers plan collaboratively within year groups using and adapting Collins Primary Connected Geography (CPCG) resources alongside our Geography Subject Overview, which has been designed by the subject leader. This subject overview details the two ‘Golden Threads’ for each year group. These are as follows:
Golden Thread 1 is based on the locational knowledge the children need to know to help them understand the world better.
Golden Thread 2 is about the human impact on the world and how we can make a difference.
These two 'golden threads' are revisited every year through each unit of learning, so that children make links with their prior knowledge and learning builds on what has come before. These golden threads have been cross-referenced with the National Curriculum and cover all statutory elements of it.
Our Geography curriculum is enquiry-based. On the subject overview, the subject leader has identified an enquiry question for each unit and the key knowledge, skills and vocabulary needed so that all children can answer these questions by the end of the unit. Individual lessons are planned and adapted by class teachers to ensure the needs of their individual classes are met and there is an emphasis on teaching key vocabulary and modelling geography skills within each lesson.
Geography lessons are taught once a week for a half-term block by class teachers two or three times a year, depending on the year group.
Teachers make meaningful, real-life links through enrichment opportunities, such as map-drawing based on visits in the local area in Year 3 and visiting the Thames River Boat Project in Year 5.
How we know we are doing it well
Children’s progress is monitored throughout each topic. The planning poses a key question at the start of each enquiry which is supported by ancillary questions in each lesson. These questions provide the basis for our assessment by informing each lessons’ learning objectives. Children’s achievement against these is assessed and recorded in books using the school marking policy.
The subject leader observes the progress children are making and ensures high quality teaching throughout the school by regularly monitoring planning and children’s books and ensuring it is is line with the long-term subject overview.
We use pupil voice surveys to gain an understanding of the children’s perception of Geography; their enjoyment, as well as understanding.
Children’s books should show evidence of them communicating geographical information in a variety of ways appropriate for their age and in line with the skills progression. They should show the same standard of written English as their writing books.
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