Rationale for the teaching of Geography

Geography learning promotes knowledge and understanding of both the human and physical world that we live in. At St Anne’s CE Primary, teaching and learning aims to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

The aims of  are to enable children to:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
• are competent in the geographical skills needed to:  collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
• interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
• communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

At St Anne’s we encourage all pupils to create and foster a sense of wonder about the world. Through our teaching and learning, children gain knowledge and understanding on places in the world and develop their understanding of other cultures. This enables children to develop respect and understanding of what it means to be a positive citizen in a multi-cultural world. Inspiring a sense of responsibility the children develop an appreciation of what ‘global citizenship’ means. They know and understand environmental problems at a local, regional and global level and understand their part to play in the world in which they live.

Geography helps children to learn how things came about, and gives a sense of wonder at the earth’s variety and order. It helps to develop self-awareness and relationships with other cultures and environments. Their work on the changing landscape and environmental issues leads children to ask questions about the evolution of the planet, and gives an appreciation of natural features.

How we teach and learn Geography at St Anne’s

Our principal aim is to develop children’s’ knowledge, skills, and understanding through enquiry-based learning. This allows children to become geographers by having the opportunity to be immersed in questions that promote an ability to ‘know how’ as well as to demonstrate they ‘know of’.  Sometimes we do this through whole-class teaching, while at other times we engage the children in group or individual activities. We encourage the children to ask, as well as answer, geographical questions. They have the opportunity to use a variety of data, such as statistics, graphs, pictures, and photographs. They may use computing when pursuing an enquiry if it enhances their learning. They take part in role-play, drama and discussions and they may present reports to the rest of the class. They also have use of the outdoor environment to enhance their geography learning, as well as Forest Schools. When possible, we engage the children in ‘real’ geographical activities and encourage the application of skills to solve problems, such as by asking how geography influences food production.

The school uses the National Curriculum and our own enquiry-based schemes of work documents as the basis of its curriculum planning.

We carry out our curriculum planning in three phases (long-term, medium-term and short-term). The long-term plan maps the objectives to be taught in a year group. This is in conjunction with the National Curriculum and the school enquiry maps. 

Our medium-term plans, which we have based on the National Curriculum and school based schemes, give details of the objectives to be focused on for that enquiry. The subject leader reviews these plans.

The class educator, along with year group colleagues, is responsible for writing the weekly lesson plans for each lesson (short-term plans). These plans list the specific learning objectives of each lesson and are presented to the children in the form of a ‘mini question’ linked to the main enquiry question. The class teacher keeps these individual plans. They are monitored and reviewed by the SLT and subject leader. The subject leader collects samples of these plans or reviews electronic plans placed on the J drive.

The planned enquiries have a clear pedagogic progression and build upon prior learning. Vocabulary to be taught and revisited is also progressive. We ensure that there are opportunities for children of all abilities to develop their skills and knowledge through each enquiry.  Progression from EYFS to Year 6 has been built into the geography scheme of work, so that the children are increasingly challenged as they move up through the school. Links are made between geography and other subject areas through the enquiry-based learning approach.

Key vocabulary

Key vocabulary for each enquiry is detailed on the enquiry overview. These unit specific words should be added to the enquiry working wall in each classroom and highlighted to pupils in each lesson. We expect children to physically remove the words from the display board and actively use them in their learning. Staff can also identify vocabulary and progression though the use of the progression document.

Assessment

We assess children’s work in geography by making informal judgements as we observe them during lessons. On completion of a piece of work, the teacher marks the work and highlights the mini question title in green if the child has shown the expected understanding.

At the end of each enquiry, educators use a range of evidence to show a child can meet the statements within the standards. 

We report the results of these judgements to parents, along with the teacher assessments, which we make whilst observing the work of children throughout the year.

Extra-Curricular activities

Throughout the year, children are given the opportunity to complete home learning tasks linked to the Geographer State of being. This may involve personal research or observation, a consideration of safety or the environment. The school has an eco-club where representatives from each class work to promote and develop an awareness of environmental issues on a local, national & international level. Activities have included tree planting, clothes collection for recycling, World Water Day Collective Worship.

Challenge and support for all learners

We understand that every learner develops differently and adapt our provision continuously to ensure every child receives the correct balance of support and challenge in order to achieve their very best.  We recognise this fact and provide suitable learning opportunities for all children (including those who may be gifted and talented or have additional needs) by matching the challenge of the task to the ability of the child. Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.

SMSC

The teaching and learning of geography, is an excellent vehicle for developing our pupil’s spiritual, moral, social and cultural understanding. For example, it is wonderful to see children with a sense of being moved by beauty in nature, triggering a trail of ‘why’, ‘how’, ‘where’ as well as ‘what’ questions and concerns. Being a geographer encourages pupils to foster their curiosity by asking questions and wondering about the world around them. Pupils are encouraged to take responsibility and care for the environment and to express their views on ethical & moral issues such as pollution or the effects of food miles on our planet. We give them the chance to reflect on the way people care for the planet and how geography can contribute to the way we manage the earth’s resources. The enquiry-based learning encourages pupils as geographers, to develop a respect for insight as well as to gain knowledge and to reason, alongside the development of their own set of values, principles and beliefs. Our activities also promote social development as pupils work as a member of a group or learn about the reasons why people and places are different. This also encourages a combined respect for people, living things, property and the environment.

How we celebrate our Geography learning

We assess the children’s work in geography by making informal judgements as we observe the children during lessons and as part of our final enquiry challenge. 

Work is celebrated through enquiry challenges and whole school exhibitions where parents and carers and the wider community are invited in.