Within geography, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school. Children will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments.
As a result of our broad and balanced curriculum offer, we envisage that our pupils will become holistically developed through our Geography curriculum from EYFS to year 6.
We measure the impact of our curriculum through the following methods:
In Geography, we understand that feedback in linked to progress and has to be timely to make an impact. In class feedback is used to support teacher’s workload, ensure it is as immediate and timely and specific as possible, and leaves the teacher time to focus on individual identified needs. (see our Feedback policy 2020)
- Corrective Teaching/Summative Assessment
Geography is a subject that embraces enquiry and discussion. Teachers therefore assess oral contribution in lessons i.e. the confidence and ability of a pupil to express ideas based on historical fact or based upon opinion and perspective. When a pupil has not met the learning objective there is timely support so they are able to continue on the learning journey with their peers. Teachers adapt their planning for the next lesson to ensure there is time to address these misconceptions. It may be addressed in the next lesson, by a Teaching Assistant, in small groups in the lesson or at Booster Clubs. The misconceptions may also be addressed through in class marking, conferencing, and verbal feedback or with the use of mini plenaries.
- Pre Teaching/Pre Assessment
All teachers must be aware of the pupil’s prior attainment. The use of knowledge organisers and big questions enables children to use their prior knowledge from the previous academic year to assess what they have learnt. This informs the teachers’ planning and, where possible, the Teaching Assistants support teachers and complete pre-learning activities or activities in lessons will be tailored to address the learning gap. This might be re visiting vocabulary or basic skills needed to access the age related objective.
- Use of Big questions and double page spreads:
An overarching big question is used for each topic across the school. This sets a great focus and direction for the topic. Also as the children answer the question at the beginning of the topic and again at the end, this shows fantastic growth and progress of learning.
Our double page spread at the end of a topic allows the children a very open-ended platform to display their learning. The children love the opportunity to get creative and arty in their assessment piece. Those children that need some more support with this element of learning receive picture prompts to assist them.
- Teaching Assistants and Interventions (see Interventions Policy)
When we identify need, the Teaching Assistants deliver short, focused, interventions. The interventions are repeated over a week, either, daily or a specified number of times per week. The interventions are specific to the need and they are given until the misconceptions are addressed or the gap in learning is reduced.
Same day interventions are also used to pick up on misconceptions from the current days teaching and learning.
Teachers engage parents through September welcome meetings. Fortnightly newsletters and Parent Consultation Days ensure an effective partnership to ensure children meet their age related expectations as well as sharing their children’s developing knowledge.
This idea was developed to promote the children’s natural wonder and curiosity around Geography. The children get an opportunity to raise questions they have around their topic (no matter how specific or broad). Then linking in with their Computing subject they will research their questions across the topic. This practise also hugely informs teachers of the interests the children have. Therefore this can inform teacher planning.
School reports are issued at the end of the school year. All subjects, including Geography, are marked as Working towards National Expectations, Meeting National Expectations or Exceeding National Expectations. We also give a grade for the children’s effort in Geography.