Our curriculum is informed by, but not limited to the PlanIt scheme and the national curriculum for geography and aims to ensure that all pupils:
develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining 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 interdependent and how they bring about spatial variation and change over time
are competent in the geographical skills needed to:
collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length
At Town Farm we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Pupils are encouraged to develop a greater understanding and knowledge of the world, its interconnectedness and their place in it. The geography curriculum enables pupils to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills.
The curriculum is designed to ensure that teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress through the school, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge and skills are progressive and are sequenced to provide the framework and approaches that provide explanation of how the Earth’s features at different scales are shaped, interconnected and change over time.
We recognise that we have a high level of pupils with speech, language and communication needs so ensure Geographical vocabulary is taught explicitly.
Throughout the programmes of study, the pupils work towards the key knowledge that has been identified within each unit and across each year group. This knowledge is informed by the national curriculum and builds towards identified key stage end points in accordance with NC expectations. Key skills understanding, analysing and evaluating are also mapped for each year group and are progressive throughout the school. These too ensure systematic progression to identified skills end points which are in accordance with the expectations of the national curriculum.
The Early Years Foundation Stage (EYFS) follows ‘Development Matters’ guidance which provides opportunities to develop ‘Knowledge and Understanding of the World’, ‘People and Communities’ and ‘The Natural World’ through planned teaching, provision in the indoor and outdoor environments, seasonal changes and child-initiated activities. In EYFS, we focus on the individual child then their family and then the wider community and learn by looking at similarities and differences.
We understand that many of our families are disadvantaged and do not have the finances to take their children on trips and holidays. We also recognise that due to the rich, multicultural diversity in our community, we also have families who have lived in and visited a range of countries across the world. Ensuring we use these first-hand experiences is crucial in enhancing our pupils’ learning in Geography.
We seek to inspire in pupils a curiosity and fascination about the world and its people which will remain with them for the rest of their lives, equipping them well for further education and beyond.
In KS1 and KS2, Geography is taught in blocks throughout the year, so that pupils can achieve depth in their learning. Teachers have identified the key knowledge and skills of each blocked topic and these are mapped across the school, ensuring that knowledge builds progressively and that pupils develop skills systematically. Tasks are selected and designed to provide appropriate challenges to all learners and to develop independent working and confidence, in line with the school’s commitment to inclusion. At the end of each topic, key knowledge is reviewed by the pupils and rigorously checked by the teacher and consolidated as necessary.
Knowledge Organisers support understanding of subject specific language, remind pupils of previous knowledge and provide visual and summative information on key knowledge to be learned. They support pupils in engaging in independent tasks. These are used as a reference point as needed.
Lessons are planned to promote different levels of learning. Questioning is used to promote different levels of thinking (evaluative, creative and innovative) and prompt recall in pupils, encouraging them to reach conclusions on their own.
The geography provision is resourced, and specific resources are mapped to specific year groups and topics to support effective teaching and learning. The local area, including the school grounds and pond are used to support learning outside the classroom.
Outcomes in books evidence a broad and balanced geography curriculum and demonstrate pupils’ acquisition of identified key knowledge relating to each of the identified national curriculum strands, as appropriate to key stage: locational knowledge, place knowledge and human and physical geography. This is in addition to the development and application of key skills, supported by fieldwork.
As pupils progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context. Pupils learn about careers related to geography from members of the local and wider community, with specialist skills and knowledge (for example during science week and careers week) and this ensures that they are well prepared for the next steps of their education.