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.

Our whole curriculum is shaped by our school vision which aims to enable all children, regardless of background, ability, additional needs, to flourish to become the very best version of themselves they can possibly be. We teach the National Curriculum, supported by a clear skills and knowledge progression. This ensures that skills and knowledge are built on year by year and sequenced appropriately to maximise learning for all children. It is important that children develop the skills of a geographer by fully immersing them in all areas of the subject. The local area is fully utilised to achieve desired outcomes, with opportunities for learning outside the classroom embedded in practise. School trips and fieldwork are provided to give first hand experiences, which enhance children’s understanding of the world beyond their locality.

We assess children’s work in Geography by making informal judgements as we observe the children during each Geography lesson. On completion of a piece of work, the teacher marks the work and comments as necessary, in accordance with the marking policy. At the end of a unit of work, the teacher makes a summary judgement about the work of each pupil in relation to the National Curriculum year group expectations. These assessments are given to the Assessment leader, Geography leader and the next class teacher.

There are resources for all Geography teaching units in the school. Each class has their own resources for each topic which they keep in their own classroom. The library contains a good supply of topic books to support children’s individual research. Visits to local places of interest and museums are used to enrich the children’s learning.

What’s the impact as a result of learning this subject?

Have an excellent knowledge of where places are and what they are like. · Have an excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated. · Have an extensive base of geographical knowledge and vocabulary. · Be fluent in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques. · Have the ability to reach clear conclusions and develop a reasoned argument to explain findings. · Have significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter. · Be highly developed and frequently utilised fieldwork and other geographical skills and techniques. · Have a passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there. · Have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment