Geography

Geography at Little Heaton Primary School

Intent

We believe that geography education should be fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for geography. We aim to 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.

Geography teaching at Little Heaton has a wide application to everyday life, teaching the children to enjoy learning about the world and to have a better understanding of how people live in different locations. 

The aims of teaching geography in our school are:

• To inspire pupils’ curiosity to discover more about the world

• To enable children to know about the location of the world’s continents, countries, cities, seas and oceans.

• To develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes and aerial photographs.

• To help children understand how the human and physical features of a place shapes it location and can change over time.

Implementation:

To ensure high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school.

Geography is taught in the Early Years Foundation Stage (EYFS) through the area of learning ‘Understanding the World’. Initially the children will learn about their own home, school environment and the local surrounding area. This awareness is extended through providing the children with real first hand experiences, by visiting places and by finding out about different environments in books, on TV and through using other technology. The children will learn about their community and the world in which they live. They will develop their understanding of similarities and differences. They will begin to talk about their environment and make observations of the place they live and their environment. They will begin to ask questions, explore, investigate and make comparisons.

Throughout Key Stages One and Two, Geography is taught as part of a half termly topic, focusing on knowledge and skills stated in the National Curriculum. We provide a Geography curriculum which is both knowledge and skills rich and one which is relevant to our children at Little Heaton.  Geography teaching focuses on enabling children to think as geographers and a variety of teaching approaches are used.

 Our geography curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work. Children will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments.

Impact:

Within geography, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on investigative learning which enables children gain a coherent knowledge and understanding of each unit of work covered throughout the school.

 We measure the impact of our curriculum through the following methods:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
  • Summative assessment of pupil discussions about their learning.
  • Images and videos of the children’s practical learning.
  • Interviewing the pupils about their learning (pupil voice).
  • Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Annual reporting of standards across the curriculum.
  • Marking of written work in books.

 

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