At Walford Nursery & Primary School we believe that 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 children 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 (National Curriculum 2014).
We believe that Geography can foster a sense of responsibility for our environment and children should be encouraged to think about the quality and vulnerability of our environment and the contribution they could make towards its sustainability.
At Walford Nursery & Primary School, children will:
This is the knowledge and understanding gained at each stage:
By the end of EYFS, pupils will:
By the end of Key Stage 1, pupils will:
By the end of Key Stage 2, pupils will:
What does our Geography Curriculum look like?
Please refer to:
Children will be supported by:
the use of teacher and self-assessment to quickly identify any child who requires additional support in specific areas (if required, pupils will receive additional support or resources to use);
the use of Knowledge Organisers to support learning;
the use of key vocabulary within lessons;
the use of retrieval activities, e.g. Flash Back 4.
Children will be challenged by:
All children can access the curriculum by:
Our Geography curriculum facilitates sequential learning and long-term progression of knowledge and skills. Teaching and learning methods provide regular opportunities to recap acquired knowledge through high quality questioning, discussion, modelling and explaining to aid retrieval at the beginning and end of a lesson or unit of work. This will enable all children to alter their long-term memory and know more, remember more and be able to do more as geographers.
In Geography, you might typically see:
children posing questions for research;
children focusing on a range of geographical locations;
children recognising the differences between man-made and natural features within the landscape;
children developing their map work, including understanding the purpose of the map key;
themed days which give children opportunities to learn about different countries in a meaningful context;
children sharing their learning with others through contributing to a display.
We know how well our pupils are doing through:
planned lessons based on geographical skills which are specific for each year group;
marking and feedback by teacher and peers;
photographic and video evidence;
EYFS floor books;
displays of work in classrooms;
assessments which are tracked at the end of each term;
book scrutiny, pupil perceptions and Subject Leader planning audits.
The impact of our teaching is seen through:
children who enjoy geography;
children who are able to demonstrate a variety of geographical skills;
children who are prepared to share what they’ve learnt in a variety of ways;
children who are able to gain an insight into the world in which they live.