GLF Schools

GLF Schools

    Geography

     

    Warren Mead Infant and Junior Partnership 2020-21

    Curriculum Intent

     

    Subject: Geography

    Subject Leaders: Jessica Lambart (Infant) Chris Jackson (Junior) Hollie Clarkson (Junior)

     

    Curriculum Intent  (what is the purpose of this subject)

    In the Early Years, geographical learning at Warren Mead incorporates where children live ensuring they have a good understanding of the world around them: their home, the people in it – diversity, their school and where they live.  It introduces the idea that geography is the study of places and people through the umbrella of the specific learning area of Understanding the World within the Early Years Foundation Stage Framework.

     

    In Key Stage 1 the curriculum is intended to foster a knowledge, curiosity and fascination with their world.  They will develop an understanding of their role in the world and begin to cultivate geographical skills such as observation, map work, field sketching. The children progress to learning about their local area, gradually building on skills and knowledge from the Early Years.  They also begin to learn about the world outside of their locality so countries of the United Kingdom and then the wider world so the 7 continents and 5 oceans. 

     

    Across all years at Warren Mead Infant school the foundations of geographical skills and knowledge are embedded, supporting all children to draw simple maps, understand birds eye views, to use basic geographical language and have a broad understanding of the world and where places are located.  This prepares them to extend their geographical skills and knowledge in Key Stage 2.

    Curriculum Implementation (how is the subject structured/sequenced)

    Understanding of the World is the area of the EYFS curriculum that incorporates Geography.  At this stage in a child’s life learning through play is vital, we have a curriculum that is child-centred and is based upon experiences and opportunities to learn alongside their chosen play, keeping them engaged and motivated. Teachers incorporate the goals within understanding the world during observations of play alongside careful use of questioning. Weekly sessions of PSE allow for focused time on the subject, challenging children to notice similarities, differences, patterns and change in the natural world. As well as exploring people who support their community and beginning to describe what they do. Teachers encourage children to compare and investigate. 

     

    In Key Stage 1 and 2 geography is taught using Core Knowledge. Core Knowledge is a knowledge led curriculum. All planning is provided, learning objectives, differentiation ideas, key vocabulary and a list of needed resources. The curriculum covers locational skills as well as human/physical geography. In year 1 children learn about the UK, building upon the map's skills learnt from early years. They move on to exploring the school setting, a topic that will continue to be developed within year 2. In Year 2, the study of geography expands on the concepts of spatial sense, maps of the school setting, and the globe. Pupils also learn about Northern Europe, including Scandinavia. 

     

    The History curriculum has heavy emphasis and significance on British History although some World and ancient History is also taught. Every year group will teach at least one British history unit, usually in the Autumn term and then at least one World and or Ancient History unit usually in the Spring/Summer terms. Both British and World History units have been sequenced chronologically across the primary phase starting with prehistoric teaching of history in Y2 to World War 2 in Y6.

    Pedagogy: (what is the teaching approach taken)

    This year the pedagogy for Geography has changed. Moving away from a topic based 2-year rotation to a knowledge rich approach. 

     

    In EYFS, children follow an enquiry led approach. They begin to explore where they live and what the area looks like across the year, topics children can relate to as it is there environment. All staff ensure effective use of questioning to support children's deeper understanding of the world. Teachers are able to build upon interests by setting up relevant provision within the environment that engages children's interest and curiosity. In the moment planning works hand in hand with the EYFS geographical approach.

     

    In KS1, The PKC history curriculum has been designed to be both knowledge-rich and coherently sequenced. Knowledge, in the realm of history, means not only substantive knowledge of historical events, dates and people in the past, but also knowledge of substantive concepts in history (such as ‘empire’, ‘monarchy’ and ‘civil war’), and disciplinary historical concepts (such as evidence, causation, significance and interpretation). 

     

    Knowledge of substantive concepts and disciplinary concepts have been interleaved across the curriculum, allowing children to encounter and apply these in different contexts. For example, the children develop a secure understanding of ‘monarchy’ in Britain. They begin to learn about British monarchs in Year 1 and build upon their knowledge of monarchy in British society throughout the curriculum, looking at the reigns of significant monarchs such as Henry II, Henry VIII and Queen Elizabeth I.

    Evaluation: (how will outcomes be measures for your subject)

    The EYFS Profile is completed at the end of the year in Reception.  Each child’s level of development must be assessed against the early learning goals which include Understanding of the World which incorporates Geography.  Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This information is shared with parent/carers and passed onto Year 1 teachers.

     

    Assessment of the children’s knowledge and skills is undertaken in a variety of ways for geography in KS1:  

    • Teacher assessment recorded on Pupil Asset – using DNA ticks and assessment – Pupil Asset reflects the attainment targets within the National Curriculum for Geography. 

    • Discussions with pupils – pupil voice – their understanding and opinions about history 

    • Book scans

    • Learning walks

    Impact of Curriculum (what are the outcomes of your subject)

    At Warren Mead the impact of the EYFS Curriculum is that all children make good progress from their individual starting points towards the Early Learning Goals at the end of Reception which includes Understanding of the World.  All children get the best possible start to their school life and develop the knowledge and skills to reach and exceed their potential in KS1.  They develop and nurture strong, positive attitudes where they become proud and respectful of themselves, others and their environment. They develop the skills to become successful lifelong learners across the curriculum.

     

    By the end of Key Stage 1 children have an excitement and curiosity about the world around them, the wider world and our place in it.  They will have a good knowledge and understanding of their local world and environment and a broad understanding of the whole world.  They will have the foundations of geographical skills such as identifying objects from a bird’s eye view, map work, observation, use of maps and atlases, using geographical vocabulary, asking questions about their local environment, fieldwork skills and the 4 compass points. The basis of knowledge and skills children gain in Key Stage 1 enables children to transition to Key Stage 2 ready to deepen their knowledge and extend their skills as geographers.

     

    Documents

    Page Downloads Date  
    Geography Curriculum Content Overview 20... 23rd Jul 2021 Download
    Geography Progression of Skills 2020 21 23rd Jul 2021 Download