At Fir Bank Primary School, it is our intention that Geography will inspire pupils with a curiosity and fascination about the world and its people that will remain with them throughout their lives. We aim to offer opportunities to explore their locality and the world, in order to develop an understanding of the human and physical world in which they live in and their place within it. We aim to promote the children’s interest and understanding about diverse places, people, resources and human processes. It is our intention that Geography will promote their spiritual, moral, social and cultural development, helping them to have a greater understanding of their place in the world and their rights and responsibilities to other people and the environment. Geographical knowledge and skills are progressive and are sequenced to provide explanations and to inspire children’s curiosity and question the world around them.
At the beginning of each topic a ‘stunning start’ is provided to children which entice, enthuse and immerse. Planned opportunities are given to each year group for children to convey what they know already as well as what they would like to investigate and find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points.
Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
Evidence of a broad and balanced Geography curriculum which demonstrates children’s acquisition identified through sticky knowledge and skills.
Children are able to review their successes in achieving the lesson objectives and are actively encouraged to identify their own areas of development.
As children progress throughout school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context.
We measure the impact of our curriculum through the following methods:
- Learning walks and professional dialogue with teachers.
- Accessing children’s understanding of vocabulary before and after the ‘knowledge and skills’ have been taught.
- Images and videos of the children’s practical learning (books/class floor book/displays)
- Interviewing children about their learning (pupil voice).
- Moderation staff meetings where pupil’s books/class floor book are scrutinised and there is an opportunity for dialogue between teachers and to discuss the learning and teaching in their class.