Geography


Teaching of Geography at Glenthorne Community Primary School

Intent

When teaching Geography at Glenthorne, we intend to provide a curriculum which excites and inspires all individuals to develop a deep understanding of their local environment and the diverse surroundings in the wider world, including human and physical characteristics. The geography curriculum at Glenthorne enables pupils to develop knowledge and skills that are transferable to other curriculum areas which can and are used to enhance their knowledge. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. 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; to promote the pupil’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. To do this, pupils at Glenthorne receive stimulating learning experiences and inspiration days to inspire their education at the start of each new topic.

Through our Geography teaching, we aim to:

  • To inspire pupils’ curiosity to discover more about the world
  • To enable pupils to know about the location of the world’s continents, countries, cities, seas and oceans.
  • To develop in pupils the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes, aerial and photographs.
  • To help pupils understand how the human and physical features of a place shapes its location and can change over time.
  • Encourages exploration of their own environment and challenges pupils to make connections between their local surroundings and that of contrasting settlements
  • Use local area and community to develop geographical skills and knowledge 

Implementation

 Breadth of study - Teachers plan a range of Geography activities in line with the whole school Topic overview. This knowledge is then revisited the following year to enable pupil to gain a deeper understanding of the topic they are studying. Teachers throughout the school have also taken part in ‘Sticky knowledge’ training to allow key areas to be revisited during short activities in order for that knowledge to be embedded permanently.

Data – Assessment grids are located in the front and back of pupil’s books which are frequently filled in and monitored.

Impact

Pupil voice – Across both key stages, pupils have expressed a clear enthusiasm for Geography which is demonstrated in their inspiration days as well as weekly lessons. They enjoy learning new facts about the world that we live in linking in previously learnt knowledge.


Evidence in knowledge - Pupil’s progression in knowledge is evident at different levels in differing year groups. Pupils review their successes in achieving the lesson objectives at the end of every session. Pupil also respond to topic related thinking questions to develop their knowledge and understanding.

Evidence in skills – Pupils use and link together a variety of knowledge, resources and research to develop their understanding. They can positively incorporate Geographical vocabulary within lessons and work asking important and relevant questions.

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