FOREST VIEW
PRIMARY
SCHOOL
GEOGRAPHY
POLICY
September
2016
. Forest View Primary School
Geography Policy
Rationale
The national curriculum makes the following statement about the teaching of Geography.
“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.”
At Forest View Primary School we believe the benefits pupils gain from studying Geography in our school are as follows.
“Geography provokes and answers questions about the natural and human worlds using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps, and a range of investigative and problem-solving skills both inside and outside the classroom. As such, it prepares pupils for adult life and employment. Geography is a focus within the curriculum for understanding and resolving issues about the environment and sustainable development. It is also an important link between the natural and social sciences. As pupils study Geography, they encounter different societies and cultures. This helps them realise how nations rely on each other. It can inspire them to think about their own place in the world, their values, and their
rights and responsibilities to other people and the environment.”
2. Aims and Objectives
The aim of Geography teaching here at Forest View Primary School is to stimulate the children’s interest and understanding of the world around them. We teach children to make sense of their own surroundings through learning about their own locality, and the interaction between people and the environment. We encourage children to extend their interest, knowledge and understanding of contrasting localities in Britain, Europe and the World in order to develop knowledge and understanding of the human and physical processes which shape our world. We teach children to appreciate similarity and difference in the world about them and to respect other people’s beliefs, attitudes and values. We also develop the geographical skills and vocabulary necessary for children to carry out effective geographical enquiry. In our school, we teach children to formulate appropriate questions, develop research skills and evaluate material to inform opinions and to develop interest and enjoyment of geographical experiences in order to build confidence and understanding. Alongside this, children are taught to recognise and understand issues concerning the environment and consider ways in which they could help to improve these issues.
The curriculum objectives are:
· develop 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
· understand 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
· are competent 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
3. Teaching and Learning Styles.
It is recognised that children learn in different ways, therefore our Geography teaching encompasses a range of ways to engage pupils through careful planning and thoughtful imaginative teaching to ensure children gain maximum access to the Geography Curriculum. There is an emphasis on educational visits to investigate real places across a widening range of scales. In each key stage, children are given the opportunity to visit sites within their local area, developing a knowledge and understanding of physical and environmental Geography and the patterns and processes at work in them. Children are also given opportunities to undertake geographical enquiry, apply skills and techniques, collect and analyse evidence, draw conclusions and communicate findings in a variety of ways. We focus on helping children develop their geographical skills and instil the use of ICT to stimulate interest, for example through showing children real maps of the world and allowing them to research other countries.
4. Geography Curriculum Planning
The National Curriculum for Geography and its associated Programmes of Study, are used as the basis for our curriculum planning. This is carried out in three phases - long-term, medium-term and short-term planning. The Geography subject leader keeps and reviews these plans on a regular basis.
The long-term plan maps the Geography topics studied in each term in Key Stages 1 and 2.
Medium term plans summarise the aims and objectives for the unit of work, resources and expectations for learning. As the basis for our medium-term plans, a combination of published schemes of work and other resources are utilised, but teachers are encouraged to adapt these by incorporating the children’s ideas and interests. Progression is built into the long term plans so that the children are increasingly challenged as they move up through the school. If there are mixed-age classes, medium-term planning on a two-year rotation cycle, is implemented. By so doing, we ensure that children have complete coverage of the National Curriculum, but do not have to repeat topics.
The class teacher writes an outline for each Geography lesson (short-term plans). These list the specific learning objectives and success criteria for each lesson and they are annotated to indicate assessment for learning.
5. Foundation Stage
Geography in reception classes as an integral part of the topic work covered during the year. As the reception class is part of the Foundation Stage of learning, geography is encompassed in children’s understanding of the world with objectives being set out in the Early Learning Goals (ELGs) which underpin the curriculum planning for children aged three to five.
6. The Contribution of Geography to Other Curriculum Areas
In Forest View Primary School we take a creative curriculum approach to delivering the National Curriculum objectives of most subjects therefore Geography is often linked to many of the other subject areas. This allows children to make meaningful links between all of their learning and recognise how the knowledge and skills they are learning in Geography applies to other areas of the curriculum, enhancing their skill development across all areas the curriculum.
English
Geography makes a significant contribution to the teaching of English in our school because it actively promotes the skills of reading, writing, speaking and listening. We may use texts in English that are of a geographical nature. Reports, letters and recording information will develop children’s writing ability. We also use environmental issues as a way of developing children’s writing ability by asking them to record information and write reports and letters.
Mathematics
Geography teaching contributes to the teaching of mathematics in a variety of ways. We teach children how to represent objects with maps. The children study space, scale and distance and they learn how to use four-figured grid references. They also use graphs to explore, analyse and illustrate a variety of data.
Computing
We make provision for the children to use the computers in geography lessons where appropriate. Children use computing in geography to enhance their skill in data handling and in presenting written work. They also research information through the Internet.
Personal, social and health education (PSHE) and citizenship
Geography contributes significantly to the teaching of personal, social, citizenship and health education. Firstly, the subject matter lends itself to raising matters of citizenship and social welfare. For example, children study the way people recycle material and how environments are changed for better or for worse as a result of human activity. Geography in our school promotes the concept of positive citizenship.
Spiritual, moral, social and cultural development
In our geography lessons we offer children in our school many opportunities to examine the fundamental questions in life. For example, their work on changing landscape and environmental issues leads children to ask questions about the evolution of the planet. We encourage the children to reflect on the impact of mankind in our world and we introduce the concept of ‘stewardship’ in relation to sustainable development. Through teaching about contrasting localities, we enable children to learn about inequality and injustice in the world. We help children to develop their knowledge and understanding of different cultures so that they learn to avoid stereotyping other people and acquire positive attitudes towards others. We help contribute to the children’s social development by teaching them about how society works to resolve difficult issues of economic development. Geography contributes to the children’s appreciation of what is right and wrong by raising many moral questions during the programme of study.
7. The Contribution of Geography to Inclusion
Geography is taught to all children, whatever their ability. Geography forms part of the school curriculum policy to provide a broad and balanced education to all children. Every effort is taken to allow all pupils access to the full range of activities, including participation in activities outside the classroom. We seek to provide suitable learning opportunities for all children by matching the challenge of the task to the ability of the child, enabling all pupils to make progress. Assessment against the National Curriculum allows us to consider each child’s attainment and progress against expected levels.
Children with special educational needs can engage in geography lessons at a suitable level.
This is achieved in a variety of ways, such as:
• setting common tasks which are open-ended and can have a variety of responses.
• grouping children by ability in the room and setting different tasks for each ability group.
• providing resources of different complexity depending on the ability of the child.
• using classroom assistants to support children individually or in groups.
· giving extra time, or work on selected aspects of the task, rather than the full one.
More able children, including those on our ‘Gifted and Talented’ register, are encouraged to extend their skills, for example through:
• additional research work.
• problem solving tasks or individual challenge books.
• tasks of increasing difficulty.
• setting individual projects allowing interests and skills to be developed.
8. Assessment for Learning
Children’s work in Geography is assessed by making informal judgements during each Geography lesson. On completion of a piece of work, the teacher marks the work and comments as necessary. At the end of a unit of work, the teacher makes a summary judgement about the work of each pupil and uses thisas a basis for assessing the progress of the child at the end of the year. At Forest View Primary School we also assess learning against the Chris Quigley milestones which are recognised on the teachers termly overviews for each unit of work carried out across the key stages.
9. Health and Safety
Teachers will ensure that any risks, associated with a particular lesson or external visit, are assessed beforehand and steps taken to control them, in line with normal school policy. Children are encouraged to become aware of health and safety issues as an integral part of their learning and development.
10. Resources
There are resources in school for Geography units. These resources are stored in classrooms or a central area, where there is a box of equipment/books for each unit of work. Key stage library areas contain a supply of topic books and there is software to support children’s individual research. As the new curriculum is delivered new resources required will be identified by teachers and will be purchased in order to ensure teachers can deliver the new curriculum effectively. Resources will be monitored and updated, as the school budget allows.
11. Monitoring and Review
The monitoring and review of Geography is the responsibility of the Geography subject leader. The curriculum is reviewed annually and the standards of children’s work and the teaching of Geography is monitored consistently. Colleagues are supported in their delivery of the curriculum, as necessary. The Geography subject leader keeps informed of current developments in the subject and gives the head teacher an annual action plan. In this, any strengths and weaknesses are evaluated and areas for further improvement targeted.
Miss Nice
Geography Co-ordinator
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