How We Learn Geography

How we Learn Geography at Earith Primary School: Intent, Implementation & Impact

Intent To develop children’s understanding of their place in the world; to provoke and provide answers to questions about the natural and human aspects of the world.

To develop in all children a sense of where they live, geographically – locally, nationally and globally.

To inspire in children a curiosity and fascination about the world and its people, which will remain with them for the rest of their lives.

To promote the children’s interest and understanding of diverse places, people, resources and natural and human environments. To provide children with opportunities to investigate and make enquiries about their local area of Earith and Cambridgeshire so that they can develop a real sense of who they are their heritage and what makes our local area unique and special.

To deepen children’s understanding of a range of places – both in Britain and abroad – to help develop their knowledge and understanding of the Earth’s physical and human processes.

For all children and young people to take responsibility and make the best of life choices, learning how to live in a changing environment.

For all children and young people to develop a thirst for fieldwork, adventure, exploration and travel.

EYFS Geography in the EYFS Framework falls predominantly under the Understanding the World Area of Learning. The Characteristics of Effective Teaching and Learning are threaded through all aspects of learning and are the fundamental ways in which children within EYFS learn. During the Early Years, children will be developing knowledge, skills and understanding, which will prepare them for the Year 1 curriculum.

KS1 Children will develop knowledge about the world, the United Kingdom and their locality. They will understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

KS2 Children will extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features.

Children will develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Implementation The long-term plan for Geography ensures coverage of the statutory requirements of the National Curriculum, for all children during their time at Earith Primary School. Using Primary Knowledge Curriculum, Plan Bee or other resources, teachers write medium term plans, identifying the key concept/concepts that will be addressed. They identify the key knowledge and skills which will be taught during each unit of work, pose key questions and identify the subject specific vocabulary that will be met.

Teachers ensure that, as well as providing high quality experiences in the classroom, the use of fieldwork and educational visits are used wherever possible to enhance learning. The local area is utilised, with opportunities for learning outside the classroom embedded in practice.

Where relevant, for example, at the start of every new topic, teachers refer to a globe, map or Google Earth, referring to previous places/countries/areas already studied in order to further enhance children’s sense of their place in the world.

Knowledge organisers are used to support learning at the teachers’ discretion.

Children will be clear about what they are learning.

Key vocabulary and facts linked to the geographic context being taught, will be shared and displayed as appropriate in order to develop children’s understanding of key facts/places/content.

We will endeavour to use a combination of the following sources throughout the academic year in order to complement learning and to capture children’s interest: maps, books, artefacts, photographs and websites. Where real life images, maps, photographs or videos are available, we will use them.

Assessment: Planning is mapped out in our curriculum cycles and the progression of skills is tracked by teachers using the Chris Quigley Curriculum Milestones and used to inform medium term plans, which support differentiation in mixed age classes.

Live, verbal feedback, is used to support and challenge children’s development in Geography.

Target Tracker is used to teacher assess attainment.

End of unit quizzes may be used to further bolster knowledge retention and love for this subject.

Impact The impact of the Geography curriculum is measured in several ways: Formative assessment: Teachers respond to the day-to-day emergent needs of pupils, providing support and feedback during the lesson and in informing the next steps for subsequent lessons.

Summative assessment: Teacher assessment is made termly on Target Tracker Knowledge assessment: Using the school’s knowledge assessment cycle, pupils take part in cyclical quizzes at multiple points throughout the year.

In EYFS, Target Tracker is updated termly, using additional documentation, such as Development Matters, to support. At the end of the Reception Year, judgements are made against the People, Culture and Communities and The Natural World Early Learning Goals.

Leadership: The Geography lead engages with and leads on Geography CPD and ensures that they and all staff have the subject knowledge necessary to deliver the Geography curriculum.

The Geography lead monitors the Geography curriculum by using a range of sources including lesson visits/typicality walks, planning scrutinies and pupil learning conversations. These sources form the basis of evaluating the impact of the curriculum, strengths and emerging priorities.

The Geography lead reports to the Curriculum lead.