Geography
At Ingleton C of E Primary School we are guided by the National Curriculum for Geography.
The National Curriculum for Geography aims to ensure that all pupils:
The National Curriculum for Geography aims to ensure that all pupils:
- 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.
Geography Curriculum Statement
INTENT
At Ingleton C of E Primary School our Geography curriculum is designed to develop children’s curiosity and fascination about the world and its people as well as their role as global citizens. Children investigate a range of places to help develop their knowledge and understanding of the Earth’s physical and human processes, including the heritage within their local community, the wider area of Britain and other Countries across the World. We are committed to providing children with opportunities to investigate, be curious and enquire about their locality of County Durham so that they can develop a real sense of who they are, their heritage and what makes our local area unique and special. We also aim to develop the children’s ability to apply geographical skills to enable them to confidently communicate their findings and geographical understanding to a range of audiences.
IMPLEMENTATION
A two-year cycle of topics is planned as an overview of teaching and learning in KS1 including the themes ‘My Local Area’, ‘Comparing Countries of the UK’, ‘Weather and Climate’ and ‘Maps and Fieldwork’. A four-year cycle thematic plan is implemented in KS2 with the themes ‘Development’, ‘Dynamic Earth’ and ‘Sustainable Environments’.
Through a sequence of thoughtfully planned lessons, which carefully plan for progression and depth concentrating on the concepts and geographical skills appropriate to the age group, we will teach:
Key Concepts:
- Cause and Effect
- Change
- Location and Place
- Planning and Decision Making.
Geographical Knowledge linked to NC:
- Location
- Place
- Human and Physical Geography.
Geographical Skills linked to NC:
- Maps
- Compass
- Fieldwork.
In addition, children will have:
Educational visits and visiting experts who will enhance the learning experience.
Appropriate curriculum themed home learning tasks which children complete with adults at home.
IMPACT
Our Geography Curriculum is high quality, inspiring and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress.
In addition, we measure the impact of our curriculum through the following methods:
- Formative and summative assessments against key questions and expected outcomes.
- Pupil discussions about their learning.
- The Head Teacher and Subject Leader monitor Geography, reviewing learning and provide constructive feedback to help progress learning. Staff CPD is identified and booked accordingly.
- Regular monitoring as a staff throughout the year to the evaluate the impact of the curriculum.
Verbal feedback is provided within lessons and children’s work is acknowledged and marked with misconceptions addressed verbally. Key spellings are picked up and this is managed carefully according to the child’s needs. Formative assessments are made against key questions and these assessments inform planning, support end of unit summative assessments and end of year reports.
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