Our Federation Geography Curriculum
Rationale - What has informed our curriculum design in geography?
It is our belief, that at Calstock and Stoke Climsland Schools, the geography curriculum should enable children to be enquiring and critical, developing a deeper understanding of both the physical and human world by engaging with and questioning it: It should empower learners to develop their own opinions based on their burgeoning knowledge, research and contextual understanding. We want our geography curriculum to draw upon, and make full use of, the immediate and wider local area with the aim of enabling children to develop a deep understanding of the rich geography of their locality. We also want to encourage children to think globally and to be outward looking. Therefore, we want our curriculum to promote an understanding of place through an awareness of the interconnectedness of key geographical concepts, processes and systems.
Implementation: How do we teach geography?
Geography at Calstock and Stoke Climsland is taught in blocks throughout the year, so that children can achieve depth in their learning. The subject lead has identified the key knowledge and skills of each topic and sequence of learning, ensuring full coverage of the National Curriculum. Knowledge organisers have been written for each year group with a particular focus on progression in knowledge in the areas of human and physical geography, as well as geographical skills. Work is recorded in humanities books and floorbooks and can be evidenced in a range of ways, including written pieces, photographs, art work and charts.
Cross curricular outcomes in geography are specifically planned for and clear links are indicated in half termly planning. There are opportunities for literacy, numeracy and computing skills to be applied in geography lessons. Additional resources used, include the Geographical Association and Royal Society of Geography websites, as well as Digimaps and Google Earth.
The Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance. Geography is taught, shared and assessed through the specific area of Understanding the World (The World and People and Communities).
Our geography curriculum
is structured into five key areas
Geographical skills and field work
Locational and place knowledge
Human and Physical Geography
Impact - how will we know this?
Outcomes in humanities and literacy books, as well as floorbooks, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge relating to each of the identified national curriculum strands, as appropriate to key stage; locational knowledge, place knowledge and human and physical geography. This is in addition to the development and application of key skills, supported by fieldwork.
As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context.
The impact of the curriculum in geography is monitored through a range of assessment (see federation assessment framework). These include:
Learning conversations – pupils are able to talk confidently about their learning in geography to adults and to each other.
Low stakes assessment - children show good recall of key concepts taught in previous lessons and terms e.g. quizzes, using visuals, true and false questions etc.
Reflection and review of work in books, displays and pupil response within lessons.
Images and videos of the children’s practical learning.
Additional assessment opportunities may also include: