The Geography curriculum at Charles Saer Community Primary School is designed to give all children an in-depth understanding of the world around them and the way in which people and places are connected across the globe. It is underpinned by a desire to inspire in children a curiosity and fascination about the world that will remain with them throughout their lives.
At Charles Saer Community Primary School, children develop greater understanding and knowledge of the world, as well as their place in it. We aim to provide children with opportunities to investigate and make enquiries about their local area so that they can develop a real sense of who they are, their heritage and what makes our local area unique and special. This allows children to grow up being proud of their community. We are keen for our children to develop their language skills in all areas of the curriculum and we work hard to narrow the vocabulary gap. Geography-specific vocabulary is taught in all phases and is revisited and revised as children move through the school. Our curriculum equips children with geographical skills and allows them to develop their knowledge and cultural understanding through the study of diverse places, people, resources and natural and human environments. Through their growing knowledge and understanding of human geography, children gain an appreciation of life in other cultures and develop tolerance for others from an early age.
Geography is an investigative subject and so we actively encourage children to ask their own questions and discover the answers to these through exploration and research.
Our curriculum is designed to provide our children with an understanding of the world around them and is enhanced through first-hand experiences. Fieldwork is an essential part of the Geography curriculum and allows the children to explore different habitats in ways they may not have experienced before. It gives them the opportunity to make discoveries for themselves and create lasting memories. It also allows them to work collaboratively and develop important skills such as cooperation and resilience that they can apply, not only in the classroom, but also in their everyday lives. This practical component of the curriculum develops children’s independence in their learning, helping set them up to become lifelong learners.
In order to foster children’s curiosity about the world, interest and creativity, we are enthusiastic about Geography and encourage children to explore and ask questions. We take a creative approach to delivering our curriculum and Geography is taught as part of topic lessons in a two-year cycle. The lessons are based on the 2014 Primary National Curriculum and teaching follows our progression documents to ensure all knowledge and skills are covered and are progressive throughout the school.
The following document shows the progression of skills and knowledge to be covered in Geography throughout the school. It has been designed to ensure children build on previous knowledge and skills and are suitably challenged in all areas of the Geography curriculum.
Children demonstrate their ability for Geography in a range of different ways and we try to take these into account when assessing their learning. As suggested by the Geographical Association, it is important that children DO Geography, rather than listen to it, by being engaged in practical activities in and beyond the classroom. Therefore, a formal, summative assessment is not always appropriate. Instead, teachers engage in continuous formative assessments during Geography lessons. This may involve listening to pupils’ discussions as they carry out a practical activity, observing and questioning pupils as they work and looking at and discussing their written, pictorial and graphical work. On completion of a piece of work, the teacher marks the work and comments as necessary.
These assessments help teachers plan lessons accordingly and ensure all children are given the opportunities to make progress with their geographical knowledge and thinking. This knowledge is then collated throughout the year by class teachers and helps inform their judgement of whether a child is working at, above or below the expected level for their age by the end of each academic year.
The Rising Stars Progression Frameworks are available to support teachers’ own professional judgements with this for Key Stages One and Two. Attainment is reported to parents through parents’ evenings and end of year reports and is passed on to the subsequent teachers in the form of an assessment grid.
Strictly Necessary Cookies
Strictly Necessary Cookie should be enabled at all times so that we can save your preferences for cookie settings.
If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.