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Geography

Intent

At Joseph Turner Primary School, our Geography curriculum is designed to inspire in pupils a fascination and curiosity about the world and its people that will remain with them for the rest of their lives. At Joseph Turner, we nurture independent, confident and aspirational learners who enjoy and love learning about geography, not only through experience in the classroom but also through fieldwork and educational visits. Our teaching intends to equip pupils with knowledge about:

  • diverse places and people;
  • resources and natural and human environments;
  • a deep understanding of the Earth’s key physical and human processes and
  • the formation and use of landscapes and environments.

Our high-quality geography curriculum also aims to provide children with necessary geographical skills such as-

  • collecting and analysing data;
  • using maps, globes, aerial photographs and digital mapping to name and
  • identify countries, continents and oceans and
  • the ability to communicate information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

 

Implementation

At Joseph Turner Primary School, we pride ourselves on the consistent approach to teaching and learning that can be observed across all phases of school. This is achieved through our commitment to quality first teaching on a daily basis. Expectations of staff and pupils are high resulting in good progress in all phases. There is a universal understanding of what outstanding teaching, learning and assessment should entail. These strategies are consistently used throughout school and it is the expectation of leadership that all lessons will include a variety of these to enable all learners to reach their full potential. Active learning is essential in all aspects of the lesson. All staff use the same terminology so learners develop a knowledge and understanding of the different ways they learn. At Joseph Turner, we believe outstanding teaching, learning and assessment must include:

1. Challenge for all

2. Collaborative learning

3. Assessment for learning

At Joseph Turner Primary School, we pride ourselves on the consistent approach to teaching and learning that can be observed across all phases of school. This is achieved through our commitment to quality first teaching on a daily basis. Expectations of staff and pupils are high resulting in good progress in all phases. There is a universal understanding of what outstanding teaching, learning and assessment should entail. These strategies are consistently used throughout school and it is the expectation of leadership that all lessons will include a variety of these to enable all learners to reach their full potential. Active learning is essential in all aspects of the lesson. All staff use the same terminology so learners develop a knowledge and understanding of the different ways they learn. At Joseph Turner, we believe outstanding teaching, learning and assessment must include:

1. Challenge for all

2. Collaborative learning

3. Assessment for learning

4. Questioning

5. Progression within lessons and books

6. Learning behaviours

 

We are working hard to promote our pupils’ literacy and ensure they all achieve to the very best of their ability. Pupils are encouraged to read widely and often. Literacy is fundamental to all subjects. Consequently, we believe that all stakeholders have a role to play in supporting and developing our pupils’ literacy skills to ensure they can communicate effectively in today’s society. All children are expected to follow our school non-negotiables for presentation. This includes a focus on learning to write in cursive script. At Joseph Turner, we implement a thematic curriculum that ensures the high-quality teaching and learning of geography through termly themes. By the end of their primary education, our pupils will have:

  • a contextual understanding of the location of globally significant places- both terrestrial and marine- including defining their 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 independent and bring about spatial variation and change over time

We use the Geography National Curriculum Programme of Study to inform our curriculum and to guide us on the focus and content of each objective. Cross-curricular learning enriches the topic where appropriate. We also have access to Twinkl and teachers are encouraged to use these, as well as additional material, to support learning and create engaging and informative lessons. In the Early Years Foundation Stage, geography learning is developed within the ‘Understanding of the World- The World’ Development Matters strand. In Key Stage One and Key Stage Two, geography is taught as part of a termly topic, focusing on the knowledge and skills stated in the National Curriculum. At Joseph Turner, we understand the importance of allowing children to gain ‘real-life’ experiences and the theme for the term is usually accompanied by a ‘hook’ or visit, to provide the children with first-hand experiences to support and develop their knowledge and understanding.

 

In Key Stage One, the geography curriculum is about developing knowledge about the world, the United Kingdom and the locality. The children will understand basic subject-specific vocabulary relating to human and physical geography and begin to use skills, including first-hand observation to enhance their local awareness. This acts as a foundation so that, when children reach Key Stage Two, they have enough knowledge and experience to learn more about the wider world, including Europe and North and South America.

 

In Key Stage Two, geography is about extending children’s knowledge beyond the local area to include the United Kingdom and Europe, North America and South America. This includes the location and characteristics of the world’s most significant human and physical characteristics. At Joseph Turner, children will develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. By the time pupils reach the end of Year 6, they should have a clear understanding of the world around them; an understanding of maps; use a range of investigative and problem-solving skills both inside and outside the classroom and pose and answer questions about the human and natural world.

 

The development of knowledge, understanding and skills are achieved through activities such as:

· going on educational visits in the local area and places further afield in the UK;

· working ‘in the field’ to discover more about the locality and/or the location;

· use of maps and atlases, digital technology and photographs to support teaching and learning.

Staff are expected to cover these objectives and skills throughout the academic year and evidence of coverage should be recorded in Geography books. On a termly basis, teachers are expected to assess the attainment of the objectives, using the given assessment pro forma. These assessments will indicate whether the child is working towards, working at or working above the expected standard for their year group.

 

Impact

The geography curriculum at Joseph Turner Primary School will ensure that all children have an understanding of the world, its environments, places near and far and the processes that create and affect them, by the time they leave Year 6. Furthermore,

it will also ensure that pupils are equipped with geographical skills and knowledge to enable them to thrive in Key Stage Three and beyond, and it will enable pupils to contribute successfully to their wider community. As well as this, children should leave being able to think critically, ask relevant questions, collect and analyse data and draw conclusions. Overall, geography at Joseph Turner equips children with knowledge about diverse places, people, resources and natural and human environments. It also helps pupils to understand the Earth’s key physical and human processes; it deepens their understanding of the interaction between these processes and it ensures a deeper

understanding of the formation and use of landscapes and environments.

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