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Our Lady And All Saints MAC

Geography

Purpose of study

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. 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 framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Intent - What Do We Aspire for Our Children?

 

At St Anne's our geography curriculum fulfills the requirements of the National Curriculum for geography; providing a broad, balanced, ambitious and inclusive curriculum whilst also ensuring the progressive development of geographical concepts, knowledge and skills. Throough this we aim to inspire a curiosity and fascination about the world and its people that will remain with our pupils for the rest of their lives. Our curriculum will equip pupils with a knowledge of diverse places and people, together with a deep understanding of our planet’s key physical and human processes. As an Eco-Schools Solihull Green Award holder, we want our curriculum to empower children with a deep understanding of local, national and global ecological issues and provide them with the necessary knowledge to make positive change.

Characteristics of a Geographer

  • An excellent knowledge of where places are and what they are like.
  • An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
  • An extensive base of geographical knowledge and vocabulary.
  • Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
  • The ability to reach clear conclusions and develop a reasoned argument to explain findings.
  • Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
  • Highly developed and frequently utilised fieldwork and other geographical skills and techniques.
  • A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
  • The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Implementation - How Will We Deliver the Curriculum?

Knowledge at the Heart of the Curriculum

Learning knowledge is not an endpoint in itself, it is a springboard to learning more knowledge. Each unit in our overview is underpinned by rich, substantive knowledge and ambitious vocabulary, whilst also ensuring children are developing their disciplinary knowledge to support them to 'think like a geographer'. Each unit of work is planned carefully to ensure concepts are taught in optimal order to support children's understanding. As well as developing a breadth of geographical knowledge, we want our children to become skilful geographers. Each unit of work has an emphasis on geographical enquiry where children investigate geographically framed questions. In addition to substantive and disciplinary knowledge, children will develop their experiential knowledge through carefully planned fieldwork. 

Some units are essentially human geography; others physical geography, but most are holistic geography, considering human and physical geography together – to bring meaning and relevance to the children. Place studies start local and increase in scale to regional, national and global, allowing for revisiting, developing and challenging ideas and concepts. Similarly, consideration of the weather and seasons in KS1 progresses to learning about causes of climate change in year 3 to considering the effects of climate change on biomes in Year 5.

 

 

The Importance of Local Geography

We believe strongly that children should have a first-hand geographical understanding of their local area. This is why local geography and fieldwork is woven into our history curriculum to ensure it is explicitly taught and that links with larger geogra[hical themes are made. For example, Year 1 look at their local area beginning with a field dstudy of the school grounds.  Year 4 develop their undersatnding of rivers through a visit to the River Cole. In Year 6 children further develop their understanding of why and how geographers do fieldwork before planning a fieldwork study of their own linked to the locality.

Linking Curriculum and Pedagogy

We have developed our pedagogy and curriculum to teach memorably and make learning stick. At the heart of our approach is retrieval practice. Retrieval practice involves deliberately recalling knowledge from memory to enhance learning.  Each time a memory is retrieved, it is strengthened and less likely to be forgotten. If we wish our curriculum to build over time, then we need to teach in a way that makes knowledge ‘stick’. retrieval practice is a staple classroom strategy used to ensure children are regularly recalling and reviewing previously taught concepts to ensure they are not forgotten and thus can be built upon. For example, in Year 3 begin to learn about population distribution in a study of villages, towns and ciries. This is then built upon in Year 5 when children look at inadequate living conditions in city slums and further developed in Year 6 through a study of the challenges presented by a growing global population.

Curriculum Enrichment

Where possible, units of work for geography are enriched by real life experincees.  For example, in Year 1 when studying the 'Local Area' children go on a field trip to the town centre and  in Year 4, when studying rivers, children go on a field trip to the River Cole. In Year 6, children plan their own fieldwork linked within the local area. 

Additionally we benefit from a secure wild area in our school grounds whichhas a small pond to enable hands-on fieldwork. 

Extra curriculur

Gardening club 

Eco Warriers

 

 

Reading Across the Curriculum

In order to develop children's reading skills, our teaching staff plan opportunities for children to independently read age-appropriate texts that link to the geography topic being studied, or topics that have been previously studied. 

Becoming an Eco School

At St Anne's, we encourage all children to develop an awareness of environmental topics in the classroom that can impact our world. We provide children with an opportunity to take leadership of environmental issues in our school and local community. The Eco Schools programme allows schools to embark on a path towards improving both the environment in both school and the local community while at the same time having a positive impact on the lives of pupils, their families and school staff.

 

Climate Change Project

​​​​​​Aspirations For The Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs. 

Here are some of the jobs you could aspire to do in the future as a Geographer:
· Marine Biologist
· Helicopter Mission Controller
· Forester
· Farmer

- University lecturer/ teacher

- Cartographer

- Climate Change Analyst

-Town Planner

For more careers, please visit First Careers.

Impact - How Do We Know Our Geography Curriculum is Effective?

Through the explicit teaching of Geography knowledge and skills, both the teachers and the pupils assess their learning continuously throughout the lesson. At the end of the unit, children in KS2 work indpendeetntly to show what they have learned in an outcome activity. Children in years 1 - 6  present their learning from the unit to the year group below. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time.   

High Quality Outcomes

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