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At Langwathby CE School, Geography is a valued part of the curriculum, providing a purposeful means for exploring, appreciating and understanding the world in which we live and how it has evolved.
At Langwathby CE School, we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world.
Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills.
We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’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.
The curriculum is designed develop knowledge, skills and vocabulary that are progressive, as well as transferable, throughout their time at Langwathby CE Primary and also to their further education and beyond.
In ensuring high standards of teaching in geography, we implement a curriculum that is progressive throughout the whole school. The geography curriculum at Langwathby CE School is planned around the programmes of study outlined in the Early Years Foundation Stage Curriculum and National Curriculum for both KS1 and KS2.
The geographical themes are taught in the context of particular places and through these, skills are developed.
The study units are allocated to each year group through KS1 and KS2 and are usually taught as part of a cross curricular topic. It may be the main focus of that topic or be in a supporting role. The duration of the topic is variable from 2-3 weeks to a whole term.
Geographical themes are studied in the context of one or more places. Geographical skills are developed alongside as an integral part of these investigations so that they are learned and practised in a real and relevant context.
We use a variety of teaching methods as appropriate to the age and abilities of the children and taking account of the objectives for the schemes of work, including:
• ICT, wherever possible
• Class presentations and discussions
• Small group investigations/discussions
• Group teaching of skills
• Individual study
• Television and video
• Role play, dance and drama
• Fieldwork outside the classroom
• Presentations by visitors to the school
Depending on the study in hand, children will be actively involved through direct first-hand experience wherever possible, with the use of secondary sources such as the internet, webcams, photographs, pictures, maps and books to support learning. Carefully chosen artefacts and specimens are used where possible to aid practical investigations.
In these studies we aim to provide activities to develop the skills of observation, questioning, collecting and recording of evidence, analysis, interpretation and communication.
Children are encouraged to describe, explain, predict and respond at all ages. Children need to be able to communicate their findings clearly to others and this is done in a variety of ways and in a variety of contexts. These include, written work, Art, Design and Technology work both in 2D and 3D, discussion, graphical form and presentations.
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.
Our Geography Curriculum is high quality, well thought out, and planned to demonstrate progression. If children are keeping up with the curriculum we expect them to make at least expected progress. In addition to this, we measure the impact of the curriculum through the following methods:
• Termly assessment of learning against the objectives stated in 'Understanding of the World' from 'Development Matters' in EYFS
• Regular book monitoring/scrutiny and learning walks
• Pupil voice
• Termly formative assessment based on assessment tasks