Geography

 

“Because our school has naturally inquisitive children, our humanities curriculum gives the opportunity to investigate, explore, compare and contrast their experiences with those of others.”

At Studlands Rise we aim to provide high quality Geography education that will help pupils gain a coherent knowledge and understanding of the wider world. We aim to inspire pupil’s curiosity and fascination about the world and develop a wide range of transferable skills.  Children will be engrossed in the subject and inquisitive about real world matters, as well as asking questions that show they have a sense of who they are and the wider world around them. Children are encouraged to ask perceptive questions and think critically about the world around them whilst challenging stereotypes. We ask deep level questions and use these as a basis for an enquiry based curriculum.

 

The 2014 National Curriculum highlighted the importance of skills alongside knowledge. Therefore Studlands Rise follows a skills based curriculum. Each curriculum area focuses on an important range of skills, and these are developed and built upon throughout the unit of work. Teaching of these skills are planned for to enable progression to occur throughout each key and across the school.

 

Intent

 

As a school, it is our aim to instil a love and passion for Geography learning in all our children.

We will teach a full, exciting and varied curriculum that allows children to investigate a range of places, developing their knowledge and understanding of the Earth’s physical and human processes. Staff will provide children with opportunities to investigate and enquire in order to develop a real sense of their heritage and who they are.

We aim to meet the needs of all learners by adapting activities so that everyone can succeed, within an ambitious curriculum that inspires and motivates all learners. We will maintain high standards and promote ambition for all through the teaching of extensive vocabulary, fieldwork and high quality characteristics of geographers.

 

Implementation

To ensure coverage of all National Curriculum skills from Geography, senior leaders will closely monitor teaching and learning, ensuring that children are provided with a differentiated and challenging curriculum based on the children’s areas of interest and need.

Our planned curriculum increases children’s knowledge of other cultures and in doing so; teaches respect and understanding of what it means to be a positive citizen in a multicultural country and world.

Teachers routinely check learners’ understanding, identify misconceptions accurately and provide verbal feedback at the time of learning; enabling progress and create an environment that reflects our ambitious intentions for our curriculum, including exposure to ‘reactive geography’ that informs children of current worldwide events in the news.

Immersive hooks are used to provide children with wider experiences and opportunities (cultural capital) and tier 2/3 vocabulary is explicitly taught and applied for each subject: this will be accessible in all teaching and the classroom environment.

Opportunities for fieldwork (both day trips and residential trips) are regularly planned so that children can apply their geographical skills to real-life contexts.

 

Our pupils should be able to organise their knowledge, skills and understanding around the following learning hooks:

·         Investigate places

·         Investigate patterns

·         Communicate geographically

These key concepts or as we like to explain them to children – learning hooks, underpin learning in each milestone. This enables pupils to reinforce and build upon prior learning, make connections and develop subject specific language.  

 

At Studlands Rise, we are Geographers.                                     

 

We have...

  • A developing knowledge of where places are and what they are like.
  • An understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
  • A developing base of geographical knowledge and vocabulary.
  • Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
  • The ability to reach clear conclusions and develop a reasoned argument to explain findings.
  • Levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
  • Knowledge of fieldwork and other geographical skills and techniques.
  • 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.
  • The ability to express well-balanced opinions, rooted in knowledge and understanding about the human and physical world
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