In Geography, we learn about where we live and the wider world. This makes us Geographers.
The school follows the as defined by the Department for Education. The purpose of study is
"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 frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time."
Our Geography curriculum has been designed to support and develop the children's own understanding of the world, which we build on and expand further. We start with our local area, then look to the UK, including capital cities and seas and then to countries in other contrasting parts of the world. All the time linking it back to where we fit in this place. Our school's KINDER and British values are paramount throughout the teaching of Geography. This ensures that children know about the past and how this shapes our future. We ensure the Geography curriculum is adaptable to reflect current events which may occur.
Through Geography, we intend that the pupils should become:
Successful learners – we want our children to be knowledgeable, articulate and curious, having a sense of knowledge and understanding in Geography. We provide opportunities and experiences for our pupils to see possibilities available for their future and for their world.
Confident individuals – we want our children to enjoy coming into school and have constructed a curriculum to promote and develop a love of learning and encourage curiosity; whilst ensuring they live safe, happy, healthy and fulfilling lives.
Responsible citizens – we aim to offer experiences, which help them become resourceful learners who use their initiative, and make a positive contribution to society.
Cultural capital is a key feature within our scheme of work; children are exposed to a range of explorers, naturalists and environmentalists, who have shaped our knowledge of Geography and how we view the world.
At Riddings Infants, staff plan lessons carefully to ensure skill and knowledge progression is paramount and that meaningful cross-curricular and thematic links are made.
At Riddings Infants, we have constructed an ambitious Geography curriculum, which follows the content of the EYFS statutory framework and the National Curriculum. Through our Geography progression map it is evident that our curriculum is a knowledge-engaged one, meaning that pupils learn skills alongside knowledge, ensuring that both are explicitly developed. It builds upon pupils’ prior knowledge, development and understanding. Alongside the progression pathway our vocabulary pathway supports the high expectations for expanding and developing the children's oracy.
We have planned a range of experiences for pupils to enhance the Geography curriculum. Our Outdoor learning provision successfully enhances and utilises geographical knowledge, understanding and skills, such as mapping skills and geographical language. With the learning journeys and Memory Mondays, we have ensured that there are opportunities for repetition and practise of essential knowledge, skills and understanding. This ensures that children are able to revisit previous learning and help them to transfer this learning into the long-term memory. We aim to build schemas to help our pupils make meaningful connections, develop higher thinking orders and deeper understanding.
To develop the cultural capital for all pupils, we have planned a range of experiences and educational visits for pupils to enhance the Geography curriculum. These experiences such as village walks for mapping skills, forest school for each year group and KS1 residentials are opportunities which pupils may not normally have access to.
We provide an inclusive curriculum, ensuring those who have special educational needs and/or disabilities and those who are disadvantaged can all receive the same opportunities as their peers in Geography. Coordinators work closely with the SENCO to ensure that their subject has carefully considered the needs of children with SEND and can be adapted as necessary so all children are able to access the learning and experiences that are planned.
In EYFS and Year 1, continuous and enhanced provision supports the Geography curriculum. It does this by giving children opportunities to:
Within the Geography curriculum, we have identified clear end points for each Key Stage and ‘sticky knowledge’ for each year group. We are ambitious for all of our pupils and expect them to work towards and achieve these end points in Geography. Our children leave Riddings Infant and Nursery School with a solid foundation of geographical knowledge to support them in continuing their journey in KS2.
EYFS End Point:
By the end of Foundation 2, pupils should know about similarities and differences in relation to places, objects, materials and living things. They should talk about the features of their own immediate environment and how environments might vary from one another. They should make observations of animals and plants and explain why some things occur, and talk about changes.
KS1 End Point:
By the end of Key Stage 1, pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. This will enable pupils to move into KS2 with strong, basic skills, ready to develop further.
We have carefully analysed and discussed our pupils’ backgrounds, life experiences and cultures which has helped us to design a Geography curriculum which is ambitious. It will ensure our pupils can successfully meet the challenges in the next stage of their education and lives. It will, crucially, empower them to feel that their Geography education has purpose and value. They will develop experiences which can then be of service to the community and wider world.
Progression Pathway for Geography.
The progression pathway has been created to ensure development of the key knowledge and skills. This ensures that Geography is built upon year by year. This supports teachers to plan and assess in Geography.
Geography helps children to understand the world we live in. Geography is important as it provides us with knowledge of our planet that has helped shape our history and will continue to shape our lives in the future. It helps children make informed decisions for both our planet and its inhabitants, viewed from different perspectives. Geographers develop their knowledge of places and environments, as well as their understanding of the diversity of different societies and cultures. This helps them to become responsible global citizens who understand how people and environments interact.
White Farm visit