Together We Make Learning A Memorable, Unmissable Adventure
We want pupils to be curious and fascinated by the world and its people. We want pupils to understand their roles as stewards of our world; to know about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. We want them to understand that we are all connected and responsible for the future of our planet.
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The national curriculum for geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – 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 these are interdependent and 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 that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
For information on the geographical topics covered in each year please visit the curriculum plans section and read the class newsletters.
Geography At Newton Burgoland
We want learners to be interested in the world they are growing up in, aware of the importance of stewardship and of global and local issues. We aim to give pupils a broad range of knowledge about their world, combined with curiosity and the skills to be able to find out more.
Where possible links are made between study in other subject areas and geography. We draw on learners own experiences. In keystage 1- sharing Joffli bear’s journeys locally, nationally and at times internationally.
Our curriculum moves from the local area, to the United Kingdom and beyond, using picture books and stories in key stage one to explore places we may never visit, and the lives of others. We take advantage of trips and visits in other curriculum areas asking:
- What is this place like?
- Who lives here?
- How is this place like other places I have visited? In what ways is it different?
- Why is this place like this?
Through membership of Odizzi we can find out about the lives and interests of other children around the globe, explore their customs, understand that we are all equal and celebrate diversity. Guided reading will sometimes support learning in geography where relevant texts can be sourced. A range of texts from the National Geographic Society, suitable for young and early readers, are available within our reading scheme.
The curriculum is organised to enable leaners to revisit and explore, with greater maturity, themes of: settlement and place; mans impact on the earth; atlases, maps and globes; geographical phenomena and field work.
Approximately 30 hours is allocated to geography annually in key stage 2. (15 in key stage 1 so that basic skills development including reading and PSHCE can be prioritised)
Those working at greater depth are able to make connections between units of study. They go beyond the knowledge studied and ask questions to further their understanding.
Assessment, recording and reporting progress in geography
In all subjects there are three broad areas for assessment:
- Children’s knowledge and understanding
- How well children can use and apply their knowledge, understanding and skills at the end of a unit of work to complete an independent (of an adult) task or challenge.
- How well learners are developing habits for learning and character
Teachers assess learner’s work, their attitudes, increasing skills, knowledge and understanding, by making informal judgements as they observe them during lessons. This assessment enables planning to be tailored to meet learners needs. Assessment encompasses teacher, peer and self-assessment. In all subjects, opportunities for both Assessment for Learning and Assessment of Learning are built into provision. Learners are supported to reflect on their own learning and, age appropriately, to make judgements about their strengths and needs, beginning to plan how to make progress and set personal targets.
Baseline assessment, in order to understand pupils’ prior learning, is an essential part of planning to ensure new learning is relevant and progress can be assessed.
The learners work, in particular baseline assessments and end of unit assessments, which are recorded within learners’ workbooks are used to make decisions at the end of each unit, and at the end of each year, as to next learning steps and whether or not learners are making strong progress and are on track for end of key stage expectation.
Progress is recorded and reported to parents as part of the child’s annual school report
Geography in Early Years foundation stage
Understanding the world (UTW) is one of four specific areas of learning in the EYFS Curriculum Framework.
Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment
UTW has three aspects; People and Communities and The world being most related to future learning in Geography.
People and communities: children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The world: children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Learning in Geography will support learning in Expressive Arts, Maths, Personal, Social and Emotional Development and communication and Language.
Geography is taught to all children, whatever their ability, in accordance with the school curriculum policy of providing a broad and balanced education to all children. Teachers provide learning opportunities matched to the needs of children with learning difficulties.
Human and physical geography