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Curriculum Statements

Geography at Bentinck Primary & Nursery School

 

Curriculum intent;

At Bentinck, we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it.

The geography curriculum at Bentinck enables children to develop knowledge and skills that are transferable to other curriculum areas; which can and are used to promote their spiritual, moral, social and cultural development.

We want children to develop geographical skills.  Including; collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways.  We also want children to be able to make comparisons between their local environment and other places around the world, including making links to their home countries.

We use a wide variety of teaching methods to engage pupils.  We encourage children to participate fully in geographical topics by gaining knowledge and skills, not just through experiences in the classroom, but also with the use of practical fieldwork and educational visits.

 

Implementation;

 

EYFS Geography – ELG – People, Culture & Communities

 

In the Early Years at Bentinck we follow the Development Matters document to support our curriculum.  We use a pre-planned progression map to ensure full coverage of the statements which lead us to the Early Learning Goal (ELG).  This progression map supports staff to know when to teach geography during the year which is linked to our topics.  We decide as a team the best way to teach our children to support them in meeting the ELG.  We use a lot of visual resources to support children with the basic geography knowledge.  We use google maps and globes to show children the world.  We choose specific story books to support children’s understanding about their local environment compared to a contrasting one.  These books, as well as others, are in the environment for the children to access to enhance their understanding.  We provide opportunities for children to talk about their own experiences when travelling to other countries as well as learning through stories about different countries.

 

At the end of each term we assess the children deciding whether they are ‘below’, ‘working towards’ or ‘on track’ within this area of learning. We use our practitioner knowledge, observation sheets from taught sessions and observational notes from continuous provision to inform our assessment judgements.

 

KS1 and KS2 Geography

 

Our Geography curriculum is designed so that in Year 1 children start with ‘themselves’ and their school or local area before working on areas or regions of the United Kingdom and the rest of the world. We have developed a progression of skills with each year group, which enables pupils to build on and develop their knowledge and skills each year. Cross-curricular links are planned for, with other subjects such as maths, writing, oracy, science and art being incorporated within geography lessons and the curriculum.

 

Location knowledge, fieldwork and map work are woven throughout the Geography topics. Educational visits, local fieldwork and visitors are planned, to enrich and enhance the pupil’s learning experiences within the Geography curriculum.

 

At the start of each unit children will review previous learning and will have the opportunity to share what they already know about a current topic. In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous years as well as previous lessons.

 

In KS2 children are given a knowledge organiser at the start of each new topic which details some key information, key questions and vocabulary. This is not used as part of an assessment, but to support children with their acquisition of knowledge and are used as a reference document.

 

In geography lessons, children are given clear success criteria in order to achieve the Learning Objective with different elements of independence. Effective modelling by teachers ensures that children are able to achieve their learning objective, with misconceptions addressed within it.  Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Geography curriculum.

 

Pupils are regularly given the opportunity for Self-Assessment, which will then be used to inform planning, preparation, differentiation and address misconceptions within that lesson, or for the next lesson.

 

To support teaching and to ensure high levels of confidence and knowledge are maintained regular discussions with the geography subject team take place and termly staff meetings are planned.

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