Geography at Colden
Intent: what are we trying to achieve with our curriculum?
At Colden, our Geography curriculum is designed to engage children's curiosity and fascination by addressing issues locally, nationally and globally.
We aim for pupils to take on the role of a geographer: exploring, discovering and beginning to make sense of the world around them. Through this we want our Colden Geographers to become more locally and globally aware, care for their environment, understand the impact of human beings on our world and be able to make connections, so that they can make positive choices in their lives.
Our Geography curriculum reflects the National Curriculum as well as our school community’s specific context and needs. By the time our pupils leave, we aim for our Colden Geographers to:
· 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.
Colden is an inclusive school. We encourage independence and challenge for pupils with SEND and /or Pupil Premium by making adaptations based upon individual needs where appropriate; these may be to the curriculum itself or to access arrangements.
Implementation: how do we deliver our curriculum?
Located in such a stunning location, our local geography is appreciated on a daily basis! Pupils are given opportunities to explore regularly, practising their fieldwork and mapwork throughout their time at Colden.
Our curriculum progression documents demonstrate how pupils’ geography knowledge and skills are developed through their time at Colden, constantly building on prior learning. Our plans seek to develop pupils’ local, national and global locational knowledge, their place knowledge (including an increasing appreciation of the diversity at all levels), understanding of human and physical geography and geographical skills and fieldwork.
We have a blocked approach in our curriculum structure, with Geography being taught discretely as a topic. This is to ensure that pupils develop their specific Geography knowledge and skills so that these
are not lost in an overly cross-curricular approach. At the same time, when connections are appropriate and relevant with other areas of the curriculum these are drawn out.
In order to support our pupils’ learning being committed to their long-term memory, we have developed bespoke Knowledge Organisers (KOs) which detail the key knowledge and vocabulary required for each topic. These are stuck into books at the beginning of the topic. To help ensure that pupils are aware of the sequence of learning, the key questions being addressed in each lesson is also pasted into books. These and the KOs are then used throughout the topic as a tool for recapping and retrieving learning. In addition, teachers revisit previous topics to ensure that this learning is committed to their long term memories.
Pupils record their learning in their topic books. Their books not only demonstrate the progress being made, but also are used as a learning tool as described above.
Impact: what difference is our curriculum making to pupils?
Teachers assess the impact of their teaching continuously through questioning, observing and monitoring pupils’ work. Teachers will be constantly asking themselves the question as to whether pupils have mastered the knowledge and skills as intended. If not, this could result in lessons being adapted or additional opportunities found to revisit the identified gaps in learning to ensure that all children achieve as planned.
Staff work together to moderate judgements through regular book scrutinies to ensure consistency of approach across the school. Leaders moderate judgements to ensure these are appropriate and pupils’ outcomes reflect the intent as set out.
The school is committed to providing equal opportunities for all, regardless of race, faith, gender or capability in all aspects of school. We promote self and mutual respect and a caring and non-judgmental attitude throughout the school.
Written January 2022
To be reviewed 2024