Our Values in Geography
As Geographers we want children to
Implementation – How do we deliver the geography curriculum?
- Investigating places
- Investigating patterns in geography
- Communicating geographically
Geography Curriculum Pathway
Geography Curriculum Pathway and Progression Map
The following topics are covered:
Geography Enquiry Questions
Special Education Needs in Geography
How do we ensure all children can access geography lessons?
Effective quality first teaching is the key to enabling all children to participate and develop their geographical knowledge and skills. Differentiation within lessons is a vital component to ensure that a balance of support and challenge are achieved for all abilities. This is the same in every subject and differentiation is adjusted as expectations of individual pupils rise through progress. Challenge and support specific to geography may include; varying the types of sources used, first hand experiences, some pre-teaching as well as using more advanced vocabulary or providing picture clues and definitions for those needing more support.
Pupils not secure within a lesson sequence are noted and adjustments made to the differentiation or level of support given. (Similarly, added challenge is given if pupils are identified as requiring it.) Mini plenaries throughout lessons help to identify these children. This may be noted by the teacher through questioning or the use of written work.
Geography Knowledge Organisers – What will I need to learn in geography?
Links to other subjects
Where appropriate the teaching of our Geography is linked to other curriculum areas. Here are some of the ways we link Geography to other subjects:
Orienteering which involves using map work skills.
Through the explicit teaching of the Geography skills, both the teachers and the pupils assess their learning continuously throughout the lesson. To help children get to a deep level of understanding we use quizzes and knowledge dumps that we return to again and again. The pupil knowledge organisers set out the basic knowledge that we want children to know at the end of each topic. Over time, children develop each of our ‘threshold concepts’. It takes a two-year period to get a deeper level of understanding at the appropriate age, this is linked to an age appropriate ‘milestone’.
Not only do we want children to acquire the appropriate age related knowledge linked to the Geography curriculum, but also to embrace a curiosity and fascination of the world that will stay with them through their lives. We understand how it has never been more important for pupils to have an extensive global understanding and respect for our world and the cultures and people that inhabit it.