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The Duke of Norfolk CofE Primary School

Policy

Geography Policy

Duke of Norfolk School

The 2014 Primary Curriculum for Geography in Key Stages 1 & 2 states that:

‘A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.’

Our main aims and objectives

At the Duke of Norfolk School, we believe that Geography should be challenging, motivating, topical and fun. In our diverse society in order to prepare our pupils for life in modern Britain, children need to understand other people and cultures. Geography makes a major contribution to children's physical, intellectual, social and emotional development. Geographical knowledge, concepts and skills are also essential components of a broad and balanced curriculum.

The national curriculum for geography aims to ensure that all pupils:

  • 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.

 

Teaching and learning

 

Purpose of study

Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Intent

We intend to provide a high-quality geography education, which inspires in pupils to be curious and fascinated about the world. The curriculum is designed so that progressively, each year, pupils build their knowledge about diverse places, people, resources and natural and human environments, as well as an understanding of the Earth’s key physical and human processes. They will develop an understanding of the formation and use of landscapes and environments.

Pupils will develop their knowledge of the location of significant places and processes that give rise to key physical and human geographical features of the world.

Pupils will learn 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) and communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

 

 

 

Planning and assessment

 

Teachers work in departments; EYFS. key stage 1 (Y1/2), lower key stage 2 (Y3/4) and an upper key stage two (Y5/6) department. These teams work together to ensure coverage and follow a long term plan.

As we have mixed-age classes, we organise and teach our medium-term planning on a two-year rotation cycle. In this way, we ensure coverage of the National Curriculum, without repeating topics.

The focus is to cover the key objectives for their upper or lower key stage and also link the geography to our departments’ half-termly themes and, where appropriate, attribute.

A medium term plan is created with a teaching sequence of three strands. Each department plans the strands to not only cover the curriculum but be specific to the needs of our children, in our school setting.  Medium and short term planning is completed and shared by the teachers in each team.

 

Assessment and monitoring

This will be carried out in accordance with the school’s assessment policy.

Teachers will assess children’s work in geography by making informal judgements during lessons and during the marking of work. Written or verbal feedback is given to the child to help guide their progress. Teachers will keep a note of children’s achievements on the medium term plan.

The geography subject leader will compile and keep samples of children’s work in a portfolio to demonstrate the expected level of achievement in geography.

Monitoring of the subject may be carried out by the senior leadership team or the geography co-ordinator.

 

The contribution of geography to teaching in other curriculum areas:

  • Children are expected to use their English skills; reading, writing and speaking and listening during geography lessons. Children record their work in Topic books and activities such as writing hold the same expectations across the curriculum.
  • Maths skills should be applied in geography lessons wherever possible, for instance, when the children use coordinates during a map activity.
  • Personal, social and health education (PSHE) and citizenship. Geography makes a contribution to the teaching of PSHE by thinking about the natural resources the earth gives us, and how we can live more sustainably. Children can become citizens for the future.
  • Computing skills should be applied in geography lessons where possible such as using Digimap to find places on an OS map of the UK.  They could also select data and organise it into a data file to answer geographical questions and present their findings using a range of presentation tools.
  • The schools half-termly attributes, Resilience, morality &social justice, critical thinking, healthy body & mind, confidence & communication, joy & hope can be fulfilled through teaching geography in a way that creates curious and excited children who can apply their knowledge when answering questions linked to geography. 
  • Where possible links to geography should be made in other areas of the curriculum not mentioned above.

 

The geography co-ordinator for KS1 & 2 is N. Redican and the co-ordinator folder is located in the staff room. 

 

 

Miss N. Redican

Geography Coordinator

 

 

November 2019

 

This policy will be reviewed at least every three years.

 

'From tiny acorns, great forests grow.'
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