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Geography

we are geographers (3)

Introduction

Through the teaching of geography, children should develop their interest, fascination and curiosity. Geography is of central importance to understanding the world and our place in it.  Through the teaching of geography, pupils are able to develop a deep understanding of places, people, environments and the Earth’s and human processes. 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.

Aim

The National Curriculum for Geography aims to ensure that all pupils:

  • Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 

Belvedere Infant School aims to ensure that children are experiencing a range of learning opportunities both inside and outside of the classroom to support the development of their learning skills and knowledge. Through developing pupil’s enjoyment, excitement and interest with enriching activities we are able build and encourage curiosity. Belvedere Infant School aims to deliver a challenging and ambitious curriculum to equip children with the skills, knowledge and understanding needed for their next stage of learning.

Curriculum/Scheme of Work

Belvedere Infant School uses the International Primary Curriculum (IPC) along with National Curriculum objectives linked to half termly themes to support planning of a broad and balanced curriculum.  The learning journey through the theme starts with a memorable experience or 'entry point' and a 'knowledge harvest' to find the appropriate starting point. This is followed by a development of skills and knowledge from a range of curriculum areas. The learning from the theme is applied through an ‘Exit Point’ at the end of each theme where children can demonstrate and apply their knowledge and skills. Teachers will organise high-quality learning experiences within a theme giving the children opportunities to build upon their skills across the year.

Planning

Geographey is planned using the IPC planning documents and adapted to suit the interests of the children such as studying local features.  A 'Knowledge organiser' is created and shared with the children. It shows them key vocabulary and shoes step by step progression through the half terms topic. The units must be looked at as a whole throughout the year to plan and show progression of lessons. Teachers need to consider the specific needs of the children and their experiences in order to challenge and differentiate appropriately. When planning, teachers will need to consider opportunities for cross curricular links to build on prior knowledge or to apply and practice skills already taught. Teachers will plan opportunities for collaborative learning, building resilience and allowing children to demonstrate deep knowledge, skills and understanding. Children should be set tasks which require a variety of open-ended responses and tasks of increasing difficulty so that children are not all completing the same tasks.

Teaching

Each week, there are two sessions allocated to the IPC theme. Some themes are based purely on geography objectives and others on history, whereas others have a mixture of the two as they interlink. There should be a clear focus on one or more of the key concepts which are shared with the pupils to identify objectives for learning through whole class teaching alongside opportunities for small group discussion tasks and independent research. We encourage children to ask, as well as answer, questions related to their theme. Teachers should have a focus on children developing their vocabulary, enquiry, observation, comparing and communication. Activities should inspire the pupils to investigate the world around them and to help them raise their own questions. There should be opportunities for children to investigate in order to become more independent learners with through child-led learning. Throughout all year groups, teachers should provide stimulating lessons to encourage higher level responses using a range of teaching styles to ensure learning is accessible for all.

Geography lessons should provide pupils with opportunities to investigate places, patterns and communicate geographically. Pupils should also be able to use a wide range of geographical vocabulary. 

Differentiation

All children are given the opportunity to access the curriculum through providing differentiated and ambitious lessons with appropriate challenge and support. All pupils will be challenged including the more able. For children with SEN, tasks will be adjusted or pupils will be given support to access tasks. Children will be given different starting points for each lesson providing resources of different complexity and setting tasks of increasing difficulty. Using teacher assessment from previous lessons, some children may start independent tasks without teacher input, others may be set a challenge more suited to their needs. Tasks will be set that allow for a variety of open-ended responses.

Assessment

Teachers will use the knowledge harvests completed by children at the beginning of each theme to assess what the children already know and revisit the knowledge harvests at the end of each theme for children to add to showing progression throughout the theme. Ongoing assessments will take place through the sequence of teaching with teachers making observations of pupils during lessons and through marking, questioning and discussion with pupils and feedback on their written work. Teachers should plan and adapt lessons accordingly, planning in opportunities for assessment, considering what the children already know.

 

In Belvedere Infant school, Pupils will develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

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