Here you will find all you need to know about geography at our school. Please also see the long term plan for more topic information.
Intent
Philosophy
At Langley Mill Church of England (Controlled) Infant School and Nursery, geography is seen as the ‘umbrella’ subject because of its capacity to make tangible and effective connections across subjects. Geography helps children to understand the world, its environments and places near and far, and the processes that create and affect them. It encourages a holistic appreciation of how the world works and of the interconnections between concepts such as scale, community, cultural diversity, interdependence and sustainability. Geography is a subject that contextualises and extends the possibilities for developing and applying language and mathematics, and enriches understanding of, and in, subjects from science and history to art and design.
Aims
Through our geography curriculum we aim to give the children geographical knowledge that will help them understand the basic physical systems of everyday life. We want the children to learn where places are, and also some facts about those places so they can compare and contrast. We want them to know how different places relate with each other, starting with their home community, progressing to regions, countries, continents, and so on as they gain more experience. We hope our geography curriculum will make the children become better citizens as increased knowledge and appreciation of important events help them make better and informed decisions. Through geography, the children will learn about the relationship between human beings and the environment and how natural systems work, critical for formulating care for the world. We also aim to help the children gain geographical skills of learning to read maps, interpret local and global information, and apply critical thinking to dealing with current issues at the local, national, and international level.
Objectives
- To fulfil the requirements of the Key Stage One National Curriculum for Geography and the relevant aspects of the Early Years Foundation Stage curriculum, which largely lie within the area ‘Understanding the world’.
- To inspire pupils’ curiosity to discover more about the world.
- To enable children to know about the location of the world’s seven continents and five oceans.
- To be able to name, locate and identify characteristics of the four countries in the United Kingdom and its surrounding seas.
- To enable children to understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and a small area in a contrasting non-European country.
- For enable children to be able to identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
- For children to use basic geographical vocabulary to refer to key features of physical and human environments.
- To develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes and aerial photographs.
- To use simple compass directions and locational and directional language.
- To use simple fieldwork and observational skills.
Implementation
Planning
- Long term plans show what topics will be taught each half term across the school. These have been carefully selected to ensure coverage and progression for each curriculum subject across year groups, key stages and school.
- Class teachers develop medium term plans each half term which outline in more detail what will be taught. These are made accessible on the school website. Half termly class newsletters give parents an overview.
- Short term planning is undertaken by the class teachers, utilising a range of resources.
- Teachers plan their lessons for their class using the curriculum progression grids.
Delivery
- Geography is taught within a thematic approach, carefully planned for coverage and progression across terms, year groups, key stages and school. This enables children to link their learning across a range of subjects, apply the skills and understanding which they have learnt to everyday life and prepare them for the future.
- In EYFS, aspects of geography are delivered through a balance of continuous provision and adult led activities within each topic.
- Discrete lessons are delivered in KS1 to ensure sufficient curriculum time for effective delivery of geographical knowledge, skills and concepts.
- There is a high focus on development of geographical vocabulary within each topic.
- Regular planned use of visits and visitors inspire the pupils and bring geography to life.
- Special events and theme days are planned within curriculum time to enhance geography teaching and learning.
- To make learning meaningful the children learn about their local area through collective worship sessions and within topics selected.
- When teaching geography, the teachers follow the children’s interests to ensure they are engaged in their learning.
- A variety of teaching methods are used.
- Teachers provide a supportive and collaborative ethos for learning through investigative and enquiry-based learning opportunities.
Inclusion
- We aim to provide a geography curriculum which is broad, balanced and fully inclusive to ensure all children have equal learning opportunities, regardless of age, ability and gender.
- When planning geography, staff ensure that activities are inclusive and accessible to all, including those with SEND, matching and challenging pupils’ abilities.
- Pupils experiencing difficulties in other areas of the curriculum may excel in geography.
- Geography promotes equal opportunities and prepares children for life in a multicultural society.
- Staff avoid gender, race, cultural and ability stereotypes within geography lessons.
Equipment and Resources
- The geography lead is responsible for auditing, organising, sorting, maintaining and ordering quality resources for the subject.
- We have a wide range across school to support the teaching and learning of geography.
- Most equipment is kept in the hall on the resource cupboard.
- The upstairs storeroom contains a range of teacher resources.
- Several books on a range of geographical themes can be found in the library.
Assessment
Assessment of geography is an ongoing process:
- All staff continually talk to and observe children in their daily activities/lessons, using these observations to make assessment judgements.
- In EYFS, staff make daily observations during play and teacher led activities, feeding these into electronic and paper learning journeys against relevant Development Matters steps. Information from these gives a termly summary of attainment of individuals, groups, classes and cohorts.
- At the end of EYFS, children are given a grading for relevant Early Learning Goals (ELGs).
- In KS1, staff carefully observe and assesses pupils as lessons/activities progress and scrutinise recorded work, feeding these into end of term summative assessments.
- Class teachers and the geography lead analyse summative data to ensure good progress and fuel future plans.
Monitoring and Evaluation
- The geography leader uses a range of monitoring and evaluation activities to inform next steps for geography, identify gaps within the curriculum and decide on what needs to be implemented to move children forward.
- The geography leader provides an annual subject evaluation, action plan and report to disseminate successes and future plans and actions for development each year.
- The geography leader has regular non-contact time to organise theme days, events, visits and visitors across school and to monitor and evaluate the subject.
- The nominated governor for geography is involved in monitoring and evaluation in conjunction with the geography leader.
Impact
- Children make good progress in their geographical skills, knowledge and understanding across years, key stages and the whole school.
- Children develop a love of learning about the world.
- Children are inspired to succeed in geography.
- Children begin to make more sense of their physical world and their community through exploring, observing, and finding out about people, places, technology and the environment.
- Children begin to develop a geographical vocabulary by learning about where they live, as well as other areas of the United Kingdom and contrasting a non-European country
- Children know about weather patterns in the United Kingdom and hot and cold areas of the world.
- Children can use ICT, world maps, atlases and globes, simple compass directions, aerial photographs and plans, as well as simple fieldwork and observational skills.
Websites to support the teaching and learning of Geography: (Ideas of activities are in the newsletter)
