Subject co-ordinator: Miss Corless
At St Polycarp’s Catholic Primary School we follow the Kapow Primary Geography scheme to support and enhance our planning of the Geography curriculum.
In Geography, our over-arching aim is for pupils at St Polycarp’s to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. Through our teaching of Geography, we aim to build an awareness of how Geography shapes our lives at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.
The National curriculum organises the Geography attainment targets under four subheadings or strands:
- Locational knowledge
- Place knowledge
- Human and physical geography
- Geographical skills and fieldwork
Our teaching of Geography follows a spiral curriculum, with essential knowledge and skills revisited with increasing complexity this allows pupils to revise and build on their previous learning. Locational knowledge, in particular, will be reviewed in each unit to coincide with our belief that this will consolidate children’s understanding of key concepts, such as scale and place, in Geography. The two EYFS units provide a solid foundation of geographical skills, knowledge and enquiry for children to transition successfully onto Key stage 1 Geography learning, whilst also working towards the Development matters statements and Early Learning Goals. These units consist of a mixture of adult-led and child-initiated activities which can be selected by the teacher to fit in with Reception class themes or topics.
The impact of Geography at St Polycarp’s is constantly monitored through both formative and summative assessment opportunities. Furthermore, each unit has a unit quiz and knowledge catcher, which is used at the start or end of the unit to assess children’s understanding. Opportunities for children to present their findings using their geographical skills forms part of the assessment process in each unit. Pupils should leave St Polycarp’s equipped with a range of skills and knowledge to enable them to study Geography with confidence at Key stage 3.
School trips, local visits, visiting speakers and fieldwork lessons are just some of the ways in which children gain a full picture of our Geography curriculum. We want our children to see themselves as Geographers and so construct situations that will require them to develop this attitude.
Our teaching of Geography encourages;
- A strong focus on developing both geographical skills and knowledge.
- Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
- The development of fieldwork skills across each year group.
- A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world.
- A growing understanding of geographical concepts, terms and vocabulary
Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. Our enquiry questions form the basis for our Key stage 1 and 2 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. We have designed these questions to be open-ended with no preconceived answers and therefore they are genuinely purposeful and engage pupils in generating a real change. In attempting to answer them, children learn how to collect, interpret and represent data using geographical methodologies and make informed decisions by applying their geographical knowledge.
Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible. The units follow an enquiry cycle that maps out the fieldwork process of question, observe, measure, record, and present, to reflect the elements mentioned in the National curriculum. This ensures children will learn how to decide on an area of enquiry, plan to measure data using a range of methods, capture the data and present it to a range of appropriate stakeholders in various formats. Fieldwork includes smaller opportunities on the school grounds to larger-scale visits to investigate physical and human features. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods. It also gives children the confidence to evaluate methodologies without always having to leave the school grounds and do so within the confines of a familiar place. This makes fieldwork regular and accessible while giving children a thorough understanding of their locality, providing a solid foundation when comparing it with other places.
We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical. The expected impact of this will be that children will:
- Compare and contrast human and physical features to describe and understand similarities and differences between various places in the UK, Europe and the Americas.
- Name, locate and understand where and why the physical elements of our world are located and how they interact, including processes over time relating to climate, biomes, natural disasters and the water cycle.
- Understand how humans use the land for economic and trading purposes, including how the distribution of natural resources has shaped this.
- Develop an appreciation for how humans are impacted by and have evolved around the physical geography surrounding them and how humans have had an impact on the environment, both positive and negative.
- Develop a sense of location and place around the UK and some areas of the wider world using the eight-points of a compass, four and six-figure grid references, symbols and keys on maps, globes, atlases, aerial photographs and digital mapping.
- Identify and understand how various elements of our globe create positioning, including latitude, longitude, the hemispheres, the tropics and how time zones work, including night and day.
- Present and answer their own geographical enquiries using planned and specifically chosen methodologies, collected data and digital technologies.
- Meet the ‘Understanding the World’ Early Learning Goals at the end of EYFS, and the end of key stage expectations outlined in the National curriculum for Geography by the end of Year 2 and Year 6.
Using Blooms driver vocabulary, learning enables all children to dig deeper with their geographical learning. Children will go from remembering facts, to applying this knowledge to questions before building this into more challenging learning opportunities where they have to reason, justify, evaluate and create. This structured approach means all of our young geographers are included and can access the learning!
If you would like to see our Progression of Skills and Knowledge, please do not hesitate to request a copy from the school office.