The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together -Barack Obama
At St Francis, we believe that Geography inspires children to enquire, explore and deepen their understanding of the natural and human world. We ensure that Geography stimulates curiosities and fascination in children about the world around them by providing regular, systematic teaching. We want children to enjoy Geography and develop their skills and knowledge, not only in the classroom, but also by providing opportunities to explore contrasting areas through fieldwork and educational visits and to build an awareness of differing cultures and populations, which will prepare them for the rest of their lives.
It is important that children develop the skills of a geographer by fully immersing them in all areas of the subject. We teach the National Curriculum, supported by a clear declarative and procedural knowledge and vocabulary progression, ensuring that knowledge builds progressively and systematically. Geographical enquiries have a clear structure; over KS1 and KS2, children develop increasingly complex skills in enquiry, map work and direction, as well as developing their knowledge and understanding of places and geographical processes.
Our Geography curriculum is taught explicitly weekly, each term, alternating with History, from Year 1 through to Year 6. Geographical objectives are met in Early Years through a cross-curricular, immersive approach to ‘Understanding the World’. In addition, where appropriate, meaningful cross curricular links are made with other subjects to strengthen connections and understanding for pupils. The sequence of learning is carefully mapped according to the composite, which may take the form of a big question or idea. The component lessons are carefully mapped out in a sequential manner to enable children to be able to have an informed discussion about the composite; both within a unit and also at the end.
The vast school grounds and local area are fully utilised to achieve desired outcomes, with opportunities for learning outside the classroom embedded in practise. School trips and fieldwork are provided to give first hand experiences, which enhance children’s understanding of the world beyond their locality.
At the beginning of each new topic, teachers refer to the class map to develop children’s understanding of place and location. These maps are present all year round and any place the children learn about in any subject is added for the children to see and build up that connection.
Below are documents which show how we have mapped out the disciplinary (ongoing search for knowledge) and substantive concepts (content that is established fact that is not open to debate) that our children will develop during their Geography lessons at St Francis:
|Geographical Enquiry, Fieldwork and Map Skills.PNG||Download|
|Geographical Skills and Fieldwork.PNG||Download|
|Human and Physical Geography 2.PNG||Download|
|Human and Physical Geography.PNG||Download|
|Location and Place Knowledge.PNG||Download|
Below is our KSV grid overview for all our Geography teaching and learning at St. Francis. This is a working document and as such is changed and adapted continously and for each cohort.
The impact of Geography teaching is measured in multiple ways. Our geography curriculum offers high quality and well planned lessons, which are progressive in nature. Therefore, if children are keeping up with the curriculum, they are deemed to be making good or better progress.
At the end of a unit, post-learning assessments, through Kahoot quizzes and, in KS2, ‘polished products’ provide an opportunity for pupils to demonstrate what they have learnt across their given topic and reflect upon and consolidate their learning. Both of these are used to inform Teacher assessment in addition to the work produced in the books and teachers’ reflections on how children have performed in class.
Book looks, analysis of kahoot quizzes and informal learning walks are used by the subject leader to gain an insight of Geography teaching in practise. In addition to this, the subject leader conducts informal pupil interviews alongside the child’s books to ensure that learning has been achieved sufficiently and can be recalled when prompted.
Work is of good quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence. Children know more, understand more and remember more about Geography and the world. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context. Our engagement with the local environment ensures that this learning is through varied and first-hand experiences of the world around them. Alongside this they have various fieldwork activities and enquiry questions which enable them to understand that geography impacts upon our lives daily.
As a Year 6 Geographer, transitioning to secondary school, we aspire that pupils will have developed a geographical mind of inquiry; an understanding of the world and its human and physical connections; how history has played a part in influencing our planet in terms of trade and migration and the impact that the human race has on the planet.