Intent
We will help children to appreciate and recognise the unique geographical richness of the local area and compare this to global environments and landscapes. Our children will develop:
- A sense of belonging: to study the unique environments in Norfolk, and broaden horizons through knowledge of the wider world by undertaking a diverse range of case studies. Understand the impact of human activity including their own with regards to relevant and current global issues
- Confidence in communicating: children develop confidence in communicating; question, understand, evaluate geographical features and processes both locally and worldwide, using appropriate geographical vocabulary and building on geographical skills through the use of maps, fieldwork and data collection and analysis.
- A resilient attitude: to be aware and take an interest in factors that influence environmental change (climate change, plastic pollution, deforestation and coastal erosion, locally and globally) Make conscious decisions and be a voice for positive action and change for a more sustainable future.
Implementation
Our Geography curriculum is designed so that children start with ‘themselves’ and their school or local area before working out to areas or regions of the United Kingdom and the rest of the world. We have developed a progression of skills with each year group, which enables pupils to build on and develop their knowledge and skills each year. Cross-curricular links are planned for, with other subjects such as Maths, Writing, PSHE, History, and Computing being incorporated within geography lessons and the curriculum.
Location knowledge, fieldwork and map work are woven throughout the Geography topics. Effective use of educational visits and local fieldwork are planned, to enrich and enhance the pupil’s learning experiences within the Geography curriculum. In-depth fieldwork opportunities are greatly amplified throughout bespoke local area units where children go out into the field to conduct observations, surveys, investigations and field sketches. The use of maps and compasses enhances this experience.
At the start of each unit children will review previous learning and will have the opportunity to share what they already know about a current topic. In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous units as well as previous lessons.
Children have access to knowledge organisers and glossaries during each unit which detail some key information, key questions and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and is used as a reference document.
To support teaching, staff access a range of resources and planning including access to the Geographical Association and Digimaps. Effective CPD and standardisation opportunities are available to staff to ensure high levels of confidence and knowledge are maintained. These are done through regular discussions with the geography lead, whole-school moderation, staff meetings, phase meetings and CPD provided by The National College.
In geography lessons, children are given clear success criteria in order to achieve the Learning Intention with different elements of independence. Effective modelling by teachers ensures that children are able to achieve their learning intention, with misconceptions addressed within it. Through using a range of assessment tools, pupil requirements are facilitated by teachers, to ensure that each pupil can access the Geography curriculum.
Teachers use highly effective Assessment for Learning at different points in each lesson to ensure misconceptions are highlighted and addressed. Pupils are regularly given the opportunity for Self or Peer Assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.
Impact
We encourage all children to enjoy Geography and broaden their horizons. At Northgate Primary, our children:
- understand the part of the world in which they live.
- have a broad understanding of how their locality sits within the country, the continent and the world.
- think like geographers, and are able to look at the world and think how the processes of this planet have made the world that we live in today.