A high-quality Geography education will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Geography helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.
Approach to Geography
Plan schemes of work based upon the National Curriculum statements.
Ensure cross-curricular links from the Power of Reading teaching sequence are implemented to deepen children’s immersion into Geography, especially in EYFS and KS1.
In EYFS, Geography is taught within the curriculum on a continual basis, when appropriate, based around the Long Term Plan.
Ensure that Geography is taught weekly in blocks in KS1 and KS2. Occasionally, Geography will not be taught in a half term, as it lies fallow (in rotation with History) however, links with Geography will still be made during this time. (For example, locating the Roman Empire on a map of Europe, etc.)
Provide a hook to engage children from the outset of the topic (for example, visitor, model-making, questions, trip)
Produce Knowledge Organisers to give children a foundation of key information, vocabulary and key diagrams. Ensure that Knowledge Organisers are sent home at commencement of a new topic, on display boards and in children’s books.
Provide a rich experience for children including trips, food making, school visitors, first hand experience, outdoor learning and links to art.
Use of world maps in the classroom to link topic learning to the wider world.
Reflect on prior and current knowledge organisers (for example, through use of quizzes, questioning, end of Key Stage assemblies, etc.)
Provide children with an opportunity to write using their knowledge of Geography.
Ensure that children are challenged using a range of activities that encourage deeper thinking and questioning. (Including making predictions, comparisons, diagrams, role-play, etc.)
Children are given time to respond to feedback and correct work in their books. Children are given the opportunity to self-assess and peer-assess their learning.
Ensure children are given opportunity to take the lead in their own learning, which can form part of the planning process for the topic. (For example, beginning a topic and discussing what children know and would like to know, use of child-led questioning, research, etc.)
Ensure that Learning Objectives are knowledge based and not literacy based.
Provide children with subject based vocabulary display that they can access.