A curriculum designed for Billinge Chapel End Community Primary School
GEOGRAPHY – CURRICULUM INTENT
Purpose of study
The primary aim of our Geography curriculum is to provide each student with the knowledge, language and skills needed in order to understand the world around them.
Geography varies from the local environment that the students know well to the distant places that they have little or no previous knowledge about. We aim to take the students from where they are onto a global view of the world.
The study of Geography therefore starts with the students themselves and grows outwards. From this point the curriculum becomes more diverse to include topics on a contrasting UK region, contrasting regions in Europe and North and South America, as well as studies about rivers, climate, settlement and environmental change due to human activities.
At Chapel End Community Primary School, the context of our setting: settlement based on coal mining, industries (particularly glass manufacture), railways and canals, means that it important to immerse our students in a variety of geographical experiences which link our geography to the history to the of where we live. They will have a wide range of stimuli to enhance their knowledge including geographical workshops, visits from experts and fieldwork. Each geography unit of work taught will include enhanced experiences such as: a visit to the World of Glass or; a Ranger led walk around the local area or; a visit to Liverpool Museum to find out ‘what is special about the area in which we live or; an orienteering experience around the school grounds. These may precede an opportunity to present their learning, such as a video of instructions, a persuasive leaflet or class assembly. This is a valuable opportunity to develop the oracy skills of our children.
In Early Years, their Understanding of the World develops as children take notice of everything around them. At Chapel End, the children take part in a walk aroundthe local area, talking about the environment around them. To develop their understanding of the wider world, the children learn about different places, for example: during a topic on Southport in Year 1 or Florida in Year 2. The focus of geographical discussions will be personalised to the cohort of children.
In KS1 and KS2, geography is taught through focused themes. In KS1, students develop knowledge about their locality They compare this with other localities with the UK. In KS2, students extend their knowledge and understanding beyond the local area to include the UK and Europe, North and South America. Our aim is to develop the students' geographical knowledge, understanding and skills to enhance their locational and place knowledge.
As a Globally responsible school we are keen to develop our children’s Global Citizenship, which we do both through our ‘Global Diversity’ and 'Sustainability’ weeks and our geography units of work, assemblies and PHSCE lessons. We strive for our children to be outwardly-looking global citizens who are knowledgeable, tolerant and educated about the wider world.
At Chapel End, geographical knowledge and understanding is presented in a variety of ways using skills taught in English, mathematics, science, computing and art to develop more meaningful learning experiences. We believe children should be taught geographical content through a variety of hands-on learning experiences to develop them as geographers, for example handling artefacts, taking part in educational visits and communicating with children in contrasting localities through a variety of media. The teaching of geographical vocabulary is key for our children.
In the Early Years, children are assessed against the EYFS age related criteria within the strand of Personal, Social and Emotional Development and Understanding of the World.
At KS1 & 2 we use the Knowledge& Understanding statements detailed in the National Curriculum to monitor individual pupil progress against the key stage expectations. The system assesses pupil progress against age appropriate descriptors; this enables teachers to monitor which pupils are working towards their age related expectations and who may be exceeding these goals. This information is then used to inform curriculum planning outlining how additional support or challenge can be provided in order to meet the needs of our pupils. This information is also used by teachers when reporting to parents.