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Geography

Our vision for Geography at Meadowside is to inspire children’s curiosity and interest to explore the world that we live in and its people. Geography, by nature, is an investigative subject so through careful planning and delivery of lessons we provide opportunities for this.

Intent

  • Through our teaching, we intend to provoke thought, questions and to encourage children to discover answers to their own questions through exploration and research.
  • We hope to enable them to gain a greater understanding and knowledge of our world and their place in it.
  • Children will be confident 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.
  • We intend to equip children with geographical skills to develop their knowledge through studying places, people and natural and human environments. This seeks to deepen the understanding of the Earth’s human and physical forms and processes.

 

Implementation

  • Cross curricular outcomes in geography are specifically planned for, with strong links between geography and literacy lessons identified, planned for and utilised.
  • The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice to enhance teaching and learning in Geography.
  • We teach geography in a planned, coherent way which is sequenced logically, ensuring that children learn and remember a rich body of geographical knowledge and acquire progressive geographical skills.
  • Teachers assess and adapt learning for all children so all children including SEND, PP, EAL are supported and challenged at their level.
  • Teachers have a good understanding of how to support pupils with SEN in their subject area and how best to use the rainbow curriculum to differentiate their lessons for all learners.
  • As they progress through school children are taught and how to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. Links to statistics, percentages and ratios are made with Maths. Links to computing and ICT are made to support with presenting data in different charts, graphs and databases.
  • When it is safe to do so, regular school trips provide further relevant and contextual learning and enrich children’s experiences.
  • Opportunities to develop compass reading skills and using grid references are presented to children throughout school.
  • Children have access to a wide range of resources including OS maps, apps, atlases and hand drawn simple maps of places being studied.
  • Treasure hunts, orienteering and other hands on activities are used support the developing understanding of maps.
  • Bloom’s Taxonomy questioning is used in every classroom which covers six key question strands (Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation) and encourages a greater depth of enquiry
  • Starting with our local area children learn about the increasingly wider world building on prior knowledge every step.

Impact

  • All children make good progress from starting points in Geography and are supported to reach their full potential. SEN and PP children feel confident they are making progress in Geography and can talk about their learning with pride.
  • Children are increasingly independent thinkers and can generate their own questions to study through fieldwork and observation. They have the skills needed to analyse, interpret and present data effectively and can draw conclusions.
  • Children have secure skills in reading a range of maps and atlases to support with locating places and features.
  • They can interpret and understand different key’s, scales and symbols used. Their skills in this area build progressively and over time and are supported by high quality examples and teacher and peer feedback.
  • Outcomes in topic and literacy books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge and a progression in skills.
  • Children leave Meadowside with a solid understanding of some of the diverse people and places around our world and how they are similar and different to us and our local area.
  • Children will have the knowledge and skills to be able to debate and discuss geographical issues and to be able to reflect and form their own opinions on matters such as climate change and natural disasters.
  • Children will be inquisitive young learners and citizens who choose to understand global environmental issues and seek to make a personal difference in protecting and shaping the world we share.
  • We promote looking after our community and wider world and children feel empowered to make change and protect our environment and the world around us.
  • They are curious to learn more and are fully prepared for the secondary curriculum.

The Subject guide below shows the Long Term Plan for Geography and the skills progression through the Rainbow Continuum.