Geography Intent Statement
Geography is by nature an investigative subject which develops an understanding of concepts, knowledge and skills. In our children, we seek to inspire a curiosity and fascination about the world and its people that they will take forward with them in life. We intend to promote children’s interest and understanding about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human features. We aim to achieve this through investigative and enquiry-based learning opportunities, enabling children to experience a curriculum which inspires, engages and provides opportunities for them to develop a fascination for geographical issues.
Geography is taught throughout the year in EYFS as is part of Understanding of the World and learning is demonstrated and recorded in line with EYFS expectations. Within KS1 and KS2 geography units are taught termly. To support the children in developing a sense of location the classroom have a world, national and local map which are referred to regularly.
The progression of knowledge and skills are planned for across KS1, Lower KS2 and Upper KS2. This includes focussed key questions and a geography vocabulary list for each year group. Teachers use geography long term planning documents and the scheme of work to plan lessons which indicate learning intentions, vocabulary and linked activities that build knowledge and skills for the planned geography theme. Short term planning ensures that differentiation can be planned in more detail and for any assessment for learning that will take place. Sticky knowledge is also specified on planning.
Where possible and relevant, geography is linked to other wider curriculum and core subjects. This enables children to make links in their learning and understanding of the world. Fieldwork is a distinctive and important aspect of the geography curriculum (learning directly in the real world outside the classroom) that feeds children's curiosity about the world. At Brookfield fieldwork is experienced within the school grounds, the local community and in the wider world through school trips.
Outcomes in children's geography books, and observed in continuous provision in EYFS, will show a broad and balanced geography curriculum, where children learn key skills and knowledge in a progressive manner. This is linked to the school's long term planning documents. Children's learning is reviewed against geography objectives through metacognition strategies and sticky knowledge quizzes. Geographical skills will be embedded alongside knowledge. Learning will be broad and deep and cover the four main aspects of geography identified in the school’s non- negotiable statements (geographical enquiry, physical geography, human geography and geographical knowledge). These cover the national curriculum statements for each key stage (locational knowledge, place knowledge, human and physical geography, geographical skills and fieldwork.) children who achieve mastery will be provided with similar learning in different contexts to enable them to extend their geographical knowledge and skills. Where children are identified as not being on track for geography age related expectation, teachers will support as needed.
At the end of each topic, geography knowledge is assessed in the form of ‘sticky knowledge tasks’. Teacher’s geography feedback happens live in lessons and is therefore timely and representative of the school's feedback and marking policy . Children present their geography learning in exercise books that are expected to be of the same standard in presentation and written skills as other books such as English and Maths.
Outcomes are monitored by the geography subject leader through a termly cycle of monitoring and evaluation which includes pupil and teacher voice questioning. This is used to ensure that standards in geography remain high and children enjoy their learning whilst progressing within age related expectations.