Geography

“It seems to me that the natural world is the greatest source of excitement; the greatest source of visual beauty, the greatest source of intellectual interest. It is the greatest source of so much in life that makes life worth living.” Sir David Attenborough
 
The aim of Geography teaching here at Evenwood C of E Primary School is to stimulate the children’s interest and understanding of their immediate location and develop contextual knowledge of the location of globally significant locations and the diverse culture in the world.  The children gain a sense of identity, and a cultural understanding. Thus they learn to value their own and other people’s cultures in modern multicultural Britain and around the world.
 
Teaching and Learning in Geography
In order to effectively explain each of our subject areas, key documentation is established by the subject leader and shared with all relevant teaching staff. This documentation includes:
  • The Subject Policy
  • The Subject Long Term Plan with key learning
  • The Progression Document
  • The medium term planning and resources created by the subject leads.
These documents collate, and clearly outline the expectations, coverage and implementation of the geography curriculum.
Subject leadership Documentation
In addition, subject leaders are required to monitor the effectiveness of their subject throughout each academic year. In order to do this with effect, the following documentation is updated regularly.
  • Subject review – an audit of the subject is completed annually RAG rating the effectiveness of the subject identifying subject priorities.
  • Subject Action Plan – Developed using the School Development Plan priorities and the end of year audit to establish next steps as we continue to strive to improve each subject area.
  • Monitoring Cycle –Our Learning Enquiry approach ensures the monitoring of Geography. Our carefully scheduled book looks, learning walks, planning/resource checks, pupil voice and staff voice. All findings are collated; feedback is shared and next steps are actioned. Planning and resource checks are completed at the start of the unit by the History team to ensure no learning is lost.
 
Delivery of Geography
Our Geography curriculum is taught every other week. This is to ensure sufficient coverage so that the knowledge and skills are taught. Retrieval of key learning will take place weekly. Fieldwork is embedded into the units of work.
Teaching approaches (Supported and developed by the Geography Association)
  • At One Excellence we use the Oak Academy as a foundation for our Geography curriculum.
  • Each geography lesson draws upon previous knowledge; misconceptions and forgotten learning is addressed by the skilled teachers.
  • Map work is evident in every geography lesson Each geography study draws upon prior learning.
  • High volume and deliberate practice are essential for pupils to remember and retrieve substantive knowledge and use their disciplinary knowledge to explain and articulate what they know. This means pupils make conscious connections and think hard, using what they know.
  • Oracy using strategies from Voice 21
  • Use of thinking maps to develop an understanding of details before answering detailed questions.
Lesson content
In support of foundational understanding of Geography, key components of lessons have been established in conjunction with teaching performas to support class teachers with consistent delivery lesson-by-lesson.
These key components geography lessons will include:
  • Subject statement –  As each Geography lesson commences, children will be reminded of the definition of the subject – “Geography is learning about our planet and the world we live in. We investigate people, places and how they affect each other
  • Reference to skills of a Geographer – Children are reminded of key skills that are commonly used in this subject area i.e. questioning, collecting, analysing and communicating data gathered from fieldwork or other sources of geographical information, including maps
  • Locational knowledge – To support locational understanding, each lesson will include work around using maps, digital mapping or atlas work to help make links to learning.
  • Key vocabulary – Relevant and focused vocabulary for the lesson are shared, discussed and defined with support of teachers encouraging clear and purposeful discussion throughout.
  • Core 10 strategies –  Evidence based, high quality teaching strategies are employed where appropriate encouraging modelling, retrieval strategies, accurate assessment and purposeful reflections by learners.
Performance and Learning Evidence
Evidence collation is key to support the learning process and the monitoring of teaching and learning by subject leaders and senior leaders. In order to evidence Geography effectively, the following strategies have been implemented:
  • EYFS – Tapestry and conversations with class teachers.
  • Year 1 –Floor book is acceptable evidence in Autumn, individual geography books for the summer term.
  • Year 2 to Year 6 – Individual geography books and end of unit quizzes.
As per our Marking and Feedback policy, adults are encouraged to formatively assess throughout the entire learning sequence, ensuring proactivity and responsivity to the needs of all children. This feedback can be verbal or written feedback.
The Class Teacher assesses children after each unit based on the knowledge and skills they have demonstrated over time with a focus on the progress they have made. This process uses evidence from the child’s geography books, conversations with the child and observations within the lessons. In the last lesson of the unit, the children will complete an ‘end of unit quiz’ that has been developed by the subject lead that is directly in line with the key learning for the unit of work. This enables the Class Teacher to make judgements on whether the child is working towards age-related expectations, working at age-related expectations, or exceeding age-related expectations for that unit of geography.

R – Y6 Geography Long Term Plan

Websites

Here are a link to some useful geographical websites;

Royal Geographical Society
National Geographic
Geographical Association