At Crowton Christ Church C of E Primary School, our geography curriculum aims to inspire children’s curiosity and fascination about the world and its people. Using the National Curriculum for geography, we want to equip children with knowledge about diverse places, people and a variety of environments, together with an understanding of the Earth’s physical and human processes.
Children will build their knowledge of geographical enquiry enabling them to learn about their immediate surroundings, the broader world and how the environment can affect their lives and determine decision-making. The study of geography helps to develop a sense of identity and promotes responsible citizenship.
Through high quality teaching, children will build their understanding and skills year on year, focusing on the following geographical characteristics:
- globally significant places
- define physical and human characteristics
- spatial variation and changes over time
- collect, analyse and communicate data
- gather evidence through fieldwork
- interpret and communicate geographical information
- local knowledge – villages, towns, countries, continents and oceans
- map skills
- similarities and difference between the UK and elsewhere
- physical and human features
We aim to enrich our geography curriculum through the provision of authentic experiences such as educational visits, visits from experts and a wealth of geographic sources.
Where possible we aim to enhance our geography curriculum by taking it outside of the classroom and into the local community making use of nearby resources and places of interest.
The geography curriculum at Crowton Christ Church Primary School is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage.
Our geography curriculum is taught in blocks throughout the year so that children can achieve depth in their learning. Children receive one discrete afternoon of Geography per week, building on from the previous week’s learning.
We recognise the fact that in all classes there are children of widely-different abilities in geography and we seek to provide suitable learning opportunities for all children. Children develop their independence and confidence through individual activities and their co-operative skills during pair and group work.
We teach geography in the moment through interactions with the children. As the reception class is part of the Early Years Foundation Stage of the National Curriculum, we relate the geography side of the children’s work to the seven areas of learning and development that must shape education programme in EYFS. These are split into two important and interconnected sections – prime and specific. In organising and implementing educational programmes, the school will ensure that a broad range of activities and experiences are planned, having regard to three characteristics of effective teaching and learning in the EYFS:
- Playing and exploring – children investigating and experiencing things.
- Active learning – children concentrate, keep on trying if they encounter difficulties and enjoy their achievements.
- Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
Geography contributes significantly to the teaching of English at Crowton Christ Church Primary School by actively promoting skills of reading, writing and speaking and listening. Some of the texts we use in English are geographical in nature.
Geography contributes to the teaching of mathematics in a variety of ways. Children learn to use numbers when developing map reading and grid work. Children learn to interpret information presented in graphical or diagrammatic form.
Children use computing skills to enhance their skills in data handling and in presenting written work, and they research information using the Internet.
Geography contributes significantly to the teaching of personal, social, citizenship and health education. Children develop self-confidence by having opportunities to explain their views on a number of social questions. They learn how society is made up of people from different cultures and start to develop tolerance and respect for others.
Spiritual, Moral, Social and Cultural Development.
Through geography teaching, our children develop knowledge and skills that are transferable to other curriculum areas and are used to promote their spiritual, moral, social and cultural development.
The spiritual development of pupils is shown by their sense of enjoyment and fascination in learning about themselves, others and the world around them as well as their willingness to reflect on their experiences.
The moral development of pupils is shown by their understanding of the consequences of their behaviour and actions and interest in investigating and offering reasoned views about moral and ethical issues, and being able to understand and appreciate the viewpoints of others on these issues.
The social development of pupils is shown by their willingness to participate in a variety of communities and social settings, including cooperating well with others and being able to resolve conflicts effectively.
The cultural development of pupils is shown by their understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others. This is in addition to their interest in exploring, improving understanding of and showing respect for cultural diversity, and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different ethnic and socio-economic groups in the local, national and global communities.
Special Educational Needs
Children with special educational needs will work alongside the other children in their group, as in other curriculum areas, but differentiation in approach, language and expected outcome will be appropriate to the varying needs in the class. We aim to meet the full entitlement of every child in our school. To optimize inclusion the children’s differing needs for learning (including children with special educational needs) will be addressed through differentiated activities.
As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of the geography. Outcomes in pupils’ books evidence a broad and balanced geography curriculum.
Assessment and Monitoring
Assessment for learning is continuous throughout the planning, teaching and learning cycle. Key knowledge is taught to enable and promote the development of children’s geographical skills. Assessment is supported by use of the following strategies:
- Observing children at work, individually, in pairs, in a group and in class during whole class teaching.
- Using differentiated, open-ended questions that require children to explain and unpick their understanding.
- Providing effective feedback, including interactive marking to engage children with their learning and to provide opportunities for self-assessment and further consolidation.
- Book moderation and monitoring of outcomes of work, to evaluate the range and balance of work and to ensure that tasks meet the needs of different learners, with the acquisition of key knowledge of each topic being evidenced through the outcomes.
- Regular formative assessment by the class teacher is recorded half-termly via the school tracker to ensure progress is made by every child.