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Geography Intent, Implementation and Impact Statemement

Geography Intent, Implementation and Impact Statement

Intent

Our aim at Newsome Junior School is to inspire children’s curiosity, interest and appreciation for the world that we live in. We intend to equip children with geographical skills to develop their knowledge through studying places, people and natural and human environments. As geographers, pupils are exposed to a rich and balanced curriculum that provides them with new vocabulary and sticky facts. As pupils progress through the school, they will develop an insight into the links between physical and human processes and how landscapes and environments have changed and continue to change.

Our geography curriculum has been developed to work alongside our history curriculum. Where possible, geography is woven into history to ensure children have a good understanding of how changes have occurred over time. As the national curriculum states, ‘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.’ The topics taught have been specifically selected to ensure all pupils make progress and embed knowledge throughout the years. 

 

Implementation

At Newsome Junior School, we use the Focus Curriculum to improve planning and weave knowledge and skills. We have chosen the Focus Challenge Curriculum to enrich discussions and expand learning and understanding. The Learning Challenge concept is built around the principle of greater learner involvement in their work. It requires deep thinking and encourages learners to work using a question as the starting point.  Each learning challenge is expressed as a question. The learning challenges are carefully crafted to ensure they make sense to the learners and be something that is within their immediate understanding

A term each year is dedicated to ensuring geography is explored thoroughly, ensuring children develop a deeper understanding and depth to their learning. Teachers understand the key knowledge and skills of each topic and consideration has been given to ensure progression throughout each year group across the school.  Children are given access to a range of resources to develop learning through atlases, digital technology, books and photographs. 

Through our geography curriculum children have opportunities to investigate and interpret a range of geographical locations in Britain and across the wider world. We encourage children to become geographers through collecting, analysing and communicating through discussion our findings. Where possible we ensure cross curricular links with maths and literacy. Geography provides excellent opportunities to support all learning abilities through investigations, outdoor learning and analysing data. We are incredibly fortunate to have a vast amount of outdoor space, including woodlands to allow children to be hands on with the environment.

 

Impact

Our geography curriculum offers high quality and well planned lessons which encourage progression. Geographical questioning helps pupils to gain a coherent knowledge and understanding of the world and its people. Alongside learning challenge questions, Focus Curriculum offers high-quality knowledge mats which offer ‘sticky facts’ and ‘key vocabulary’ which are embedded in each lesson. Through offering a wide range of terminology we are able to use this new knowledge to help with our assessment of topic understanding and also helps us identify areas in which we need to encourage deeper learning.

Continuity and progression in the curriculum is built around essential knowledge, understanding and key skills within Geography. These are broken into Year group expectations and have additional challenges for able learners. The ‘Essential Knowledge, Skills and Understanding’ within the Learning Challenge Curriculum helps us guarantee that the learners’ essential skills are being developed, alongside National Curriculum requirements.

Through our curriculum, pupils learn to think critically and ask perceptive questions. In order to ensure our aims have been met, we scrutinise topics through:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.
  • Interviewing the pupils about their learning (pupil voice).
  • Moderation where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.
  • Sharing good practice in staff meetings.
  • Marking of written work in books against the schools marking policy.
  • Teachers to input data on Target Tracker

 

 

 

 

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