- For children to have knowledge of their locality and locations further afield.
- Children know how they can make an environmental difference in the world.
At Carr, we aim to broaden and deepen the children’s understanding of what Geography means in fun and creative ways. Through teaching a progressive sequence of lessons we intend to develop the children’s curiosity and fascination for their community and the wider world around them. The children are encouraged to make links across the curriculum, and use skills learned in English, History, ICT, Mathematics and Science to further their learning. We aspire for this to be instilled within our children and therefore become a life-long skill. Children gain a deep rooted respect for the world, by understanding the important roles that we play and the positive and negative impact that we can have on it both as individuals and as a community.
Children are also introduced to the economic and environmental factors which affect development and sustainability. This will expose the children to the cultural and environmental diversity of the world and will help the children develop into caring and well informed adults of the future.
During each lesson children expand on and embed their skills in all four areas of Geography, through consolidating prior knowledge, before introducing new skills and then challenging children to think deeper and begin to ask questions for themselves. Children have a range of opportunities to experience Geography through engaging activities both in and outside the classroom. Each lesson ends with a Bloom's Taxonomy Assessment question which allows the teacher to assess to what level the outcomes have been met and where further teaching is needed.
How we implement our Geography curriculum:
- High quality, sequenced planning ensures all areas of the National Curriculum are covered and that children are building on their prior knowledge.
- During each of our Big Ideas, every year group either goes on a trip or has a visitor in school. This gives the children first hand, practical experiences, helping them to form a deeper understanding of the subject.
- Each year we hold a themed day/week where the children will learn about fieldwork linked to York. The children are given the opportunity to use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans, graphs and digital technologies. As this is completed every year, the children's knowledge will be built upon and by the end of year 6 they will have a detailed knowledge and understanding of local fieldwork.
- Having a range of resources to allow the children to explore Geography helps to make it more real for them. We use Atlases, globes, compasses, apps and maps on the computer, orienteering lessons, videos and photos.
- Planning based around a big idea means that there are lots of opportunities for cross curricular learning.
- Knowledge organisers are used to present sticky knowledge for the Learning Adventure, which is shared at the start of every Big Idea lesson and sent home to encourage discussions with parents and carers.
- Children produce a range of work in response to that week’s question, which is then presented in a scrapbook. This helps them to consolidate that week’s learning and confidently answer the Blooms Question, as well as being able to answer POP task questions at a later date to show that they have retained that knowledge.
- Lessons are taught in a progressive sequence which means that the children are building on prior knowledge to ensure that they have solid foundations. Then they are slowly introduced to new concepts. which allow them to delve deeper into the subject.
- Support is provided, when appropriate, by the class teacher, their critical friend or resources within the classroom. Chirping of ideas and good practice by the teacher helps children to stay on task and also gives them good examples to use and adapt.
- Children have a passionate and enthusiastic outlook on protecting and looking after our planet.
- Children are able to ask thought provoking and challenging questions about the world around them.
- Children use maps and atlases with confidence.
Impact is measured by analysing the quality of the children’s work and Blooms Assessment answers throughout the year, which is recorded at the end of each academic year. Children also complete a POP task a few weeks into the next unit of work to check that they have retained the knowledge. We are continually checking the impact of teaching on learning, through lesson drop ins/observations, book and planning scrutinies and pupil and staff voices.