Geography – subject information

Intent

Our Brough Primary School geography curriculum is designed to ensure that all children have every opportunity to learn place and locational knowledge along with developing the skills that will help them explore their own surroundings and community, as geography has the ability to give children a sense of the world around them at a local level as well as developing an understanding of their planet on a global scale. They will be given the opportunity to develop their knowledge and skills through exploring places first hand as well as discussing and comparing their experiences with the diverse physical and human geography of the world.

At Brough Primary School we want all children to become aware of the importance of the environmental changes in our ever-changing world and how its impact affects them both now and, in the future, helping them consider their role and responsibilities developing their compassion for our Earth.

We will fulfil the requirements of the National Curriculum for geography whilst providing a broad and balanced curriculum which ensures the progressive development of skills and knowledge across many areas of the curriculum.

Aims

The national curriculum for geography aims to ensure that all pupils:

  1. 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
  2. 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
  3. are competent in the geographical skills needed to:
  4. collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  5. interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  6. communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Implementation

In order to achieve high standards within geography the curriculum is progressive from EYFS to Year 6 in geographical skills, including mapping skills through fieldwork, and human and physical geography as well as locational and place knowledge. It will also give children the chance to develop and apply their reading and writing skills. The long-term plan maps out the experiences the children will receive in each key stage. It is written by the subject leader in consultation with other members of the teaching staff. The subject leader provides medium-term plans for each unit of work ensuring that key skills, key words, required knowledge and objectives are covered. This supports teachers with the development of lesson planning. The structure and sequence of lessons helps to ensure coverage of the skills required to meet the aims of the National Curriculum and the content allows for a broader, deeper understanding of the four areas of geography identified in the curriculum.

Each year group will build upon the key knowledge and skills taught previously, ensuring that children learn and remember. In KS1, children begin to use and make simple maps and recognise physical and human features to do with their immediate environment as well as their local area. Further on, in Year 2, children will begin to compare where they live to places outside of Europe and ask and answer geographical questions. In KS2, mapping skills are developed using digital maps, more complex keys and symbols and children begin to focus on fieldwork skills beyond the local area. Through revisiting and consolidating skills, comparing our local area and country with others, our lesson plans and resources help children build on prior knowledge alongside introducing new skills and challenges.

All year groups will have planned, regular locational knowledge sessions, short sessions using a range of software and programs, that will reinforce place and locational knowledge skills and build upon prior knowledge. Environmental issues will be an important part of each year group’s planning, be it being responsible for litter picking their environment and discussing how to look after the school and local community or fundraising for environmental issues and taking part in charity initiatives.

Across both key stages, children have a range of opportunities to experience geography through practical tasks, visits, including residential trips in KS2, and planned whole-school focus weeks and links with English, science and maths tasks. They will have the opportunity to use the school’s geography hub to discuss their focus area of the world using our larger scale maps and have the opportunity to access a range of atlases, globes and topic books. All classes have a set of atlases, globes and maps that are available as a resource in topic lessons and as a reading choice.

Each geography unit will start with an initial check of what the children already know and understand and this will inform planning and give the opportunity for all children to be supported

in the best way possible.

Impact

At Brough Primary School we want every child to leave us in Year 6 having had a wide range of geography skills and knowledge of their local and global world too.

Children will be able to see their own progress through reviewing their learning outcomes in lessons and by comparing how their knowledge and skills have improved from their initial assessment point with that of their end of topic knowledge.

The quality of the provision they received is measured through

  • Discussing and taking feedback from the children – pupil voice.
  • Moderation of books and staff meetings when examples of work are scrutinised, with an opportunity for dialogue between teachers and the subject leader as well as pupil voice discussions.
  • Learning walks, to check coverage of topics through displays, resources and the vocabulary being used.

Our main aim is to give children the opportunities to reflect and discuss their understanding of their world and help them be able to develop their questioning skills and opinions while building regard for their planet.

Further information:

‘The school’s enhanced provision for those pupils who have special educational needs
(SEN) and/or disabilities is a strength of the
school,’

OFSTED comments

‘The headteacher and governors have high expectations of staff and pupils.’

OFSTED comments

‘The special educational needs coordinator identifies the needs of pupils very accurately and makes sure strong provision is in place to meet pupils’ needs.’

OFSTED comments

‘All pupils spoken to say they are safe in school and they enjoy school.’

OFSTED comments

‘School leaders
and governors are passionate about pupils’ achievement and personal development. ‘

OFSTED comments

‘Pupils take part in
visits to places of interest that then contribute
very well to their learning.’

OFSTED comments

‘The school promotes spiritual, moral, social and cultural education very well.’

OFSTED comments

‘The curriculum offers many exciting opportunities for learning.’

OFSTED comments

‘Staff morale is high and there is a shared sense of purpose and a desire for all pupils to
achieve their full potential.’

OFSTED comments

‘The extra funding for those pupils who have SEN and/or disabilities is used highly
effectively.’

OFSTED comments

‘The local authority has a clear picture of the development of the school and has supported this school securely on its journey of improvement.’

OFSTED comments

‘Governors make a strong contribution to the development of the school.’

OFSTED comments

‘Pupils engage effectively in learning and enjoy school.’

OFSTED comments

‘The enhanced provision, The Bridge, is making a significantly positive contribution to pupils’ ability to self-manage their needs.’

OFSTED comments

‘The headteacher has made sure that senior leaders, and middle leaders, have had very
effective training’

OFSTED comments

‘Currently, pupils, including disadvantaged pupils, develop good skills and knowledge in reading,
mathematics and a wide range of subjects. ’

OFSTED comments

‘Parents value the school’s work highly. They believe the school is well led and indicate that the new headteacher has improved the school and that staff are supporting their children well.’

OFSTED comments

‘The primary school physical education and sports funding is used very well.’

OFSTED comments

‘Pupils study a wide range of subjects and have a good range of additional activities to
broaden their experiences.’

OFSTED comments

‘Parents and carers have a very high level of confidence in the work of the school.’

OFSTED comments

‘Pupils make a good contribution to their learning.’

OFSTED comments

‘An analysis of pupils’ work by inspectors showed good gains in knowledge, skills and
understanding in reading, mathematics and a wide range of subjects.’

OFSTED comments

‘Children settle quickly into Reception and make good progress because of good leadership and
good teaching.’

OFSTED comments

‘Pupils participate in competitive sports, such as cross-country, squash and football, as well as winning local dance competitions.’

OFSTED comments

‘Teachers’ skilful questioning is used well, especially in guided reading and in mathematics to deepen pupils’ learning.’

OFSTED comments

‘Astute use of professional development and support for staff has resulted in good teaching.’

OFSTED comments

‘Pupils are pleasant,
polite and respectful. Attendance is above
average.’

OFSTED comments

‘There is full engagement by the school in a local sports partnership. Pupils say that they
enjoy sport.’

OFSTED comments

‘Teachers assess pupils’ work accurately and use their good subject knowledge to plan
interesting tasks that engage pupils well.’

OFSTED comments

‘Teachers ask supplementary questions to make sure that pupils have a full understanding of the work they are doing and are making good progress. ‘

OFSTED comments