Mrs Snell
Geography Lead
Intent - Why are we teaching this?
At Grampound with Creed School, we want every child to shine their light in Geography by inspiring them to be curious and reflective about the world around them. We aim to provide thought provoking exploration about the natural and human aspects of our world. Through different scales of geographical enquiry, our children develop their knowledge of places, landscapes, environments, cultures and people, and how they have affected each other over time. Our aim is for every child to gain progressive knowledge and skills in geographical enquiry both inside and outside the classroom through local fieldwork and trips. We want every child to experience awe and wonder and gain the knowledge and skills needed to become a geographer. By the time each child leaves our school, they will have successfully:
-developed contextual knowledge of the location of globally significant places
-understood the processes that give rise to key physical and human geographical features of the world.
-become competent in the geographical skills needed to collect, analyse and communicate with a range of data, interpret a range of sources of geographical information and communicate this in a variety of ways.
Implementation - How is this being taught in the classroom?
At Grampound with Creed, we use KAPOW to teach the key knowledge and skills in Geography. This allows children to gain a rich understanding of Geography whilst making authentic, meaningful links with other subjects. Geography is taught every week each half-term across the school and this ensures that the intended curriculum coverage is complete from EYFS to Year 6. Learning objectives are taught in sequence to ensure that maximum opportunity is given for our children to build on prior knowledge, gain new knowledge and skills and apply these as they reach an ‘end point’ in which they will shine their line as a real-life geographer. Lessons are enriched by the planning of trips, visits and visitors. Each lesson includes topic flashbacks which allow children to revisit prior geographical concepts and skills from the previous lesson, unit and key stage. Learning is recorded in topic or floor books and can be evidenced in a range of ways including written pieces, photographs, diagrams and charts. In addition, children explore the geography of their local area through fortnightly Wild Tribe lessons.
Impact - What is the effect?
Outcomes in topic and literacy books, evidence a broad and balanced geography curriculum and demonstrate that all learning objectives lead to clear end points which enable pupils to apply their geographical knowledge and skills. Pupils leave our school with deep vocabulary, knowledge and understanding and appreciation of their local area and its place within the wider geographical context. Through pupil conferencing, children talk about a range of cities, countries and continents across the world, use maps and atlases confidently and work collaboratively to make links across the curriculum. Pupils are able to discuss the world around them sensitively and respectfully, share similarities and differences and discuss cause and effect. As they move into secondary schools, our children leave curious about the ever-changing world and ready to further research and question the world they live in and we therefore hope that our geography curriculum ensures pupils leave as geographers, preparing them to understand their role as British and global citizens, both now and in the future.
Take a look at an example of a Geography Knowledge Organiser and how we sequence learning within topics through the use of key questions!
Take a look at how we sequence the knowledge and skills across each year group!