Geography

The subject lead for Geography across the partnership is Andrew Breckon. They can be contacted by emailing n-admin@gfnsschools.co.uk.

“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.” National Curriculum 2014

Our Intent

At North Stainley school we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at North Stainley School enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. The curriculum is designed to ensure that teaching equips 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. As pupils progress through the school, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge and skills are progressive and are sequenced to provide the framework and approaches that provide explanation of how the Earth’s features at different scales are shaped, interconnected and change over time. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives, equipping them well for further education and beyond.

Implementation

Geography at North Stainley school is taught in themes throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each blocked topic and theses are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically. Teachers refer to knowledge mats to devise and inform planning, ensuring all concepts are met and relevant knowledge has been shared. Quizzes are used at the end of each block and then before each new history topic to check existing knowledge. This ensures that teaching is informed by the children’s starting points and that it takes account of pupil voice, incorporating children’s interests. Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion. At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary. Cross curricular outcomes in geography are specifically planned for and these are indicated on the whole school Geography Knowledge and Skills Progression Map. The Geography provision is also well resourced and specific resources are mapped to specific year groups and topics to support effective teaching and learning. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.