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.
The National Curriculum for Geography aims to ensure that all pupils:
- 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
- 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
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Coulsdon C of E Primary 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 to build and encourage curiosity. We aim to deliver a challenging and ambitious curriculum to equip children with the skills, knowledge and understanding needed for their next stage of learning. At Coulsdon C of E Primary School we value the importance of growing independent learners, who are willing to take risks and learn from their misconceptions and mistakes.
Coulsdon C of E Primary School uses Cornerstones geography objectives linked to termly themes to support planning of a broad and balanced curriculum. As part of the planning cycle, teachers will adapt, deliver and link the learning across the wider curriculum to the children’s learning in reading and writing. The learning journey through the theme starts with a ‘memorable experience’, which is followed by a ‘development of skills and knowledge’ from a range of curriculum areas. The learning from the theme is applied through an ‘Innovate Challenge’ at the end of each theme where children can demonstrate and apply their knowledge and skills. During the ‘express’ stage the children perform, present and evaluate finished products, processes and progress. Teachers organise high-quality learning experiences within a theme giving the children opportunities to continually build upon their skills as they move through the school.
Planning and Teaching
Each topic covers several curriculum areas with a dominant history or geography focus. The planning of geography takes into consideration what the children learn and how they will reach their end goal. Teachers use knowledge organisers, innovate boards, medium term plans and Cornerstones objectives as a starting point to focus on the knowledge and skills to be taught in each lesson. The units are looked at as a whole throughout the year to plan and show progression of lessons and also to ensure there is a progression of knowledge and skills from Reception through to Year 6. Teachers consider the specific needs of the children and their experiences in order to challenge and differentiate appropriately. Those with SEND have their curriculum successfully personalised or adapted when needed. This may include activities/approaches recommended by out-side agencies. When planning, teachers consider opportunities for cross curricular links to build on prior knowledge or to apply and practice skills already taught. Teachers plan opportunities for collaborative learning, building resilience and allowing children to demonstrate deep knowledge, skills and understanding.
At the start of each topic teachers assess what the children already know giving opportunities to visit prior learning. Ongoing assessments take place through the sequence of teaching with teachers making observations of pupils during lessons, through marking, questioning and discussion with pupils and feedback on their written work. Assessment feeds into teachers’ planning and lessons are adapted accordingly.