Approaches to Geography

Intent

 

At Crofton Junior School, we believe that it is essential to provide children with an education that nurtures, encourages and inspires them to develop a curiosity and fascination about the world and its people. We strive to equip our pupils with a sound knowledge and understanding of the world, countries within it, the locality in which they live and the constantly changing environment. Children are challenged to think about current, global issues and the impact on the world along with their own lives to enable them to become responsible Geographers. Throughout school, children will learn about diverse places, people, resources and natural and human environments as well as developing map skills. We strive to ensure that the teaching of Geography has an enquiry-based approach where children learn core skills and apply their learning through geographical questioning and investigations, whilst applying and extending cross-curricular skills. We aim to inspire our children with a sense of responsibility and encourage them to understand environmental issues on a local, regional, national and global scale so that they are equipped to make responsible choices for the future.

 

Implementation

 

Geography is taught in blocks throughout the year, so that children can achieve depth in their learning. Themes are linked whenever possible to our text driver in order to provide meaningful links in learning across the curriculum. Units of work are carefully selected in the order in which they are taught to ensure a logical progression in knowledge and skills that is built upon systematically and explicitly so that pupils learn more, know more and remember more. Teachers have identified the key knowledge, skills and vocabulary of each blocked theme relating to the Chris Quigley milestone statements. Tasks are selected and designed to provide appropriate challenge for all learners, in line with the school’s commitment to inclusion. At the end of each topic, key knowledge is reviewed by the children, rigorously checked by the teacher and consolidated as necessary. The local area is fully utilised with opportunities for learning outside the classroom embedded in practice through the use of well-planned enrichment activities.

 

Impact

 

Outcomes in topic books evidence a broad and balanced Geography curriculum and demonstrate children’s knowledge and vocabulary relating to the milestone statements and national curriculum strands. As children progress throughout the school, they develop a deep knowledge and geographical understanding, as well as spiritual, moral, social and cultural development. This ensures that they are well prepared for the next steps in their education at Key Stage 3. The impact of the curriculum is monitored through pupil voice, professional dialogue, scrutiny of planning and workbooks and learning walks in order to provide a comprehensive understanding of the quality of the curriculum and highlight areas for further development.

In order to ensure that we demonstrate a consistent understanding of what age-related expectations looks like in Years 3, 4 and 5 as we build up to the end of Key Stage 2 at Year 6, we have highlighted examples of pupils' work focusing on key aspects of physical and human geography.