Geography

Intent, Implementation and Impact Statement

Intent

The geography curriculum at Ilmington C of E Primary School is designed 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 is intended to equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of Earth’s key physical and human processes. As pupils progress through the school, 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:

Develops contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
Develops understanding of the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
Develops competency in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Implementation

Geography at Ilmington C of E Primary School forms a key part of our curriculum, often being the driver subject for our cross-curricular project focused topic work. Geography knowledge and skills are taught by providing meaningful learning opportunities that encompass the geography of the local area. Curriculum Maestro projects are used as a basis for geography teaching across KS1 and KS2 and Development Matters is used in EYFS. These are enhanced and adapted by teachers, as appropriate, to ensure high quality subject enrichment. Children work to develop disciplinary knowledge and understanding of geographical content and concepts by the application of increasingly complex skills and processes.

The geography curriculum is logical and coherent so that the order in which new learning is introduced and revisited enables pupils to build on what they have learned before and prepares them for what comes next. Children repeatedly encounter geographical concepts, as listed, which increase the security of their subject knowledge over time: environment, location, scale, distribution, processes, change, interaction, interdependence and sustainability.

Geography is undertaken in topic lessons and is linked to learning in other subjects. Lessons start with a recap of any previous learning that is linked to that day’s learning. Discussions take place about the WALT, the success criteria and the relevant skills and vocabulary detailed in the knowledge organiser. Vocabulary is given great importance in our school and is explicitly taught. Every classroom features a topic display board, on which geography work is featured. Children’s work is recorded in history and geography books, which show the journey of mastery skills.

A wide range of activities are planned for to provide subject enrichment:

Teachers make good use of the local area and take the children out to explore and familiarise them with the environment on a regular basis.
Educational trips and visits with a geography focus take place across the school (e.g. a trip to Slimbridge Wetland Centre during the topic Misty Mountain, Winding River).
Themed whole-school geography days or weeks are planned for and delivered (e.g. a study of The Commonwealth in celebration of The Coronation of King Charles III). Learning is shared and celebrated in Collective Worship, where children are given the opportunity to show their work and talk about the knowledge they have acquired.

Impact

Formative assessments are provided by teachers in the form of verbal feedback on a regular basis. Comments are written in history and geography books, where appropriate.
Self assessments take place in every lesson against the success criteria and in Key Stage Two, this includes a progress check.
Summative assessments are completed throughout the year. Staff fill in an attainment overview for geography and this is shared with the Head teacher and Subject Leader.
Most of our learners achieve age-related expectations in geography at the end of the academic year.
Learners retain previous learning and build upon it.
Learners are confident in using vocabulary related to geography that is appropriate for their year group.
Learners recall previous geography learning opportunities with a sense of enjoyment and share their work with pride.