Geography

Approach to Geography

Intent:

At Bredgar, our Geography curriculum is designed to inspire a sense of wonder about the world and its people. We aim to equip our pupils with the knowledge and skills they need to understand their place within their local and global communities. Our intent is to:

1. Cultivate Geographical Knowledge and Skills: Pupils will learn about diverse landscapes, climates, cultures, and environments, enabling them to make informed decisions about the world. We strive to instil a strong geographical vocabulary and understanding of key geographical concepts such as location, place, human and physical processes, and sustainability.
2. Promote Critical Thinking: We encourage pupils to engage in critical thinking, geographical enquiry, and problem-solving. This includes the ability to ask geographical questions, conduct fieldwork, and interpret data, fostering a sense of curiosity and a questioning mindset.
3. Encourage Environmental and Cultural Awareness: Through our Geography curriculum, we aim to foster respect for different cultures and a sense of responsibility towards environmental conservation. Pupils will investigate local and global issues, enhancing their understanding of topics such as climate change, urbanisation, and sustainability.
4. Ensure Inclusivity and Accessibility: Our intent is to provide a curriculum that is inclusive and accessible to all children, recognising the diverse backgrounds and abilities of our pupils. We aim to provide engaging and relevant learning experiences that allow all pupils to thrive.

Implementation:

The implementation of our Geography curriculum is structured, coherent, and progressive, ensuring that pupils build upon their knowledge and skills year after year. Key components of our implementation strategy include:

1. Curriculum Design: Our Geography curriculum follows the National Curriculum guidelines and is enriched with local and global case studies. Each unit is carefully planned, with clear learning objectives and intended outcomes that are communicated to pupils.
2. Spiral Curriculum: We adopt a spiral curriculum approach, where key concepts and themes are revisited in increasing depth at different stages of development, reinforcing and building upon prior knowledge. With mixed year group classes, a thematic approach is taken; units are interchanged termly with History, but link through clearly.
3. Interactive Learning: Our geography lessons incorporate a variety of teaching methods, including hands-on activities, field trips, investigations, and the use of technology (such as Google Maps and Earth). These methods engage different learning styles and encourage active participation.
4. Assessment for Learning: Regular formative assessments are embedded within our curriculum, allowing teachers to monitor progress and adapt learning experiences accordingly. Summative assessments at the end of each unit support teachers in recognising and celebrating achievements.
5. Professional Development: Ongoing professional development for staff ensures that they remain knowledgeable about current geographical issues and teaching methodologies. Collaborative planning sessions allow staff to share best practices and ensure consistency across year groups. The subject leader has degree level knowledge in the subject, and can support in areas of subject knowledge and skills.

Impact:

Our Geography curriculum's impact is evaluated through both qualitative and quantitative measures, reflecting the knowledge gained and the skills developed by our pupils. Indicators of success include:

1. Enhanced Knowledge and Skills: Pupils demonstrate a consistently high level of geographical knowledge and skills. Feedback from pupils indicates an enthusiasm for the subject and a strong understanding of geographical concepts.
2. Confident and Curious Learners: Pupils exhibit a growing confidence to ask questions, investigate, and express their ideas about geographical issues. They show curiosity about the world around them, making connections between their studies and real-life situations.
3. Positive Attitudes towards Diversity and Sustainability: Pupil discussions and reflections reveal increased awareness of cultural diversity and environmental sustainability. Many pupils demonstrate a commitment to making positive changes in their school and local community, engaging in projects that promote environmental or social responsibility. This links closely to the school’s Christian values and represents how the children live these in their learning.

By embedding these values and practices into our Geography curriculum, Bredgar ensures that pupils leave primary education with a solid foundation in Geography, ready to tackle the complexities of the world and contribute as informed, responsible global citizens.

• Geography Folder 1 - Approach download_for_offline
  download_for_offlineGeography Folder 1 - Approach
• Geography Folder 2a - Subject overview and progression download_for_offline
  download_for_offlineGeography Folder 2a - Subject overview and progression
• Geography Folder 3a - Lesson planning download_for_offline
  download_for_offlineGeography Folder 3a - Lesson planning
• Geography Folder 4 - S E N D and inclusion download_for_offline
  download_for_offlineGeography Folder 4 - S E N D and inclusion
• Geography Folder 5 - Assessment download_for_offline
  download_for_offlineGeography Folder 5 - Assessment