Geography
Intent (Aims)
Geography, from the Greek, ‘Geo’ (Earth) and ‘Graph’ (Writing), is the study of the physical features of the Earth, as well as the human activity that affects – and is affected by – these physical elements.
Geography lends itself as a highly cross-curricular subject that encourages children to critically examine, explore, appreciate and comprehend the world in which we inhabit. At a primary curriculum level, the study of Geography focuses on notions of place, space and environment, whereby students develop the skills of understanding a locality and how humans have adapted to this physical space, transforming it – over time – in to a ‘place’. Furthermore, a fundamental element of working geographically is the notion of physically venturing out into the world and exploring the processes of our planet through practical fieldwork investigations.
Implemtation (Teaching and Learning)
During Geography lessons, children will build upon their learning through a development of Geographical skills, understanding and technical knowledge. This will be achieved through discrete geography lessons along with some cross-curricular elements when appropriate.
Assessment and Recording
As Geography is often taught in a cross-curricular way, most learning will be recorded in topic books.
Teachers assess children’s Geographical knowledge, understanding and skills through observations of the children during lessons as well as by assessing their written work. Lessons or units of lessons will have learning intention and this will be assessed. When children receive both verbal and written feedback to yield effective progression. Children are also encouraged to be critical of their own work and respond to feedback questions in purple pen.
Following each geography based theme, Geography Subject Assessment Grids are completed by class teachers to show the children’s attainment in the 4 core strands identified above: Locational Knowledge; Place Knowledge; Human and Physical Geography; Geographical Skills and Fieldwork.
Inclusion
All Geographical lessons/activities are designed and planned to include all children through a range of approaches: inclusive questioning, universal use of equipment, and mixed-ability groupings to enable peer support are utilised at all times throughout the Teaching and Learning of Geography.
Spiritual, moral, social and cultural development and British Values
Geography should also give an opportunity for children to marvel at the awe and wonder in the world including different weather, seasons and landscapes. Children may also have opportunities to imagine what it might be like to live in other parts of the world which are different to ours - areas suffering natural disasters or extreme climates for example.
Geography – Human Geography in particular – offers opportunities to cover and embrace British Values. The Values of ‘Mutual Respect’ and ‘Tolerance of those of Different Faiths and Beliefs’ are concepts that can be addressed through looking at different parts of the World, collaborative work during fieldwork develops respect for each other; the development of respect for the environment – and those within it – will be covered through discussions, and the appreciation of similarities and differences will be covered though the exciting nature of Geography as the study of the World.