Download Geography Policy - Carr Mill Primary School

Carr Mill Primary
School
Geography Policy
2014
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“Working Together, Shaping our Future”
1.1 The above statement is our mission statement which is all we are trying to achieve at Carr
Mill Primary School. We will try to achieve this through our aims and in everything we do at
Carr Mill
1.2 School aims
The school aims are as follows: To provide a caring, safe environment in which the children and staff can feel secure
and happy. (Staying safe ;Being Healthy, Enjoy and achieving)
 To provide a broad, balanced and challenging curriculum through a wide variety of
learning experiences.(Enjoy and achieve)
 To provide opportunities for everyone to succeed.(Enjoy and achieve)
 To treat everyone equally and fairly and promote equal opportunities in all aspects of
school life.(Make a positive contribution)
 To encourage good work habits and high standards(Enjoy and Achieve, Make a
positive contribution, Economic well being)
 To welcome parent/cares and other members of the community into school to play
an active part in the education of the pupils.(Making a positive contribution)
The school community will achieve these aims through :
Providing a secure and safe environment
Engaging all members of the community in providing an enquiry based curriculum that gives
learners rich opportunities to work collaboratively, make decisions, ask questions, generate
and test hypotheses, interpret evidence, explain findings and set goals, and to reflect on
and evaluate their learning
Respecting children’s experiences, voices and rights. Engaging them actively in decisions
that affect their learning
Proving opportunities for professional development for all staff, building on research on
children’s development, learning needs and capabilities
Use technology effectively to improve children’s learning
Provide an enriching programme of extra curricular activities and visits
Developing purposeful relationships between home, school and the local and global
community
1.3 Aims and Objectives
The aims of teaching geography at Carr Mill Primary School are to stimulate the children’s
interest and curiosity about places and the environment and to provide an opportunity to
understand the reasons for changes and the effects, which result from them. The subject’s
specific aims are:
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To meet the needs of the National Curriculum requirements whilst being aware of the needs
of the individual child.
To investigate and learn about physical and human features of their own environment and
appreciate how their locality is similar to and different from other places.
To develop and use geographical enquiry skills, including fieldwork and IT skills, geographical
terms, making and using maps, using photographs.
To make children aware of the effect of their own actions on the environment, and that they
are responsible for their own actions.
To develop children’s enquiry skills (e.g. observing, listening, posing questions and research)
and communicate geographical information in a variety of ways.
1.4 The Geography Curriculum
By following the National Curriculum for Geography, we ensure that
There is statutory coverage
There is an incremental approach to skills development
There is a drive to raise standards in all subjects
There is clear differentiation
Subject specific skills, non-negotiables and genre features in writing are purposefully weaved
together.
Geography Programme of Study:
Key Stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should
understand basic subject-specific vocabulary relating to human and physical geography and begin to use
geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to:
Location knowledge
• name and locate the world’s seven continents and five oceans
•
name, locate and identify characteristics of the four countries and capital cities of the United Kingdom
and its surrounding seas
Place knowledge
• understand geographical similarities and differences through studying the human and physical
geography of a small area of the United Kingdom, and of a small area in a contrasting non-European
country
Human and physical geography
• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold
areas of the world in relation to the Equator and the North and South Poles
•
use basic geographical vocabulary to refer to:
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key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley,
vegetation, season and weather
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key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
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Geographical skills and fieldwork
•
use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the
countries, continents and oceans studied at this key stage
•
use simple compass directions (North, South, East and West) and locational and directional language
(e.g. near and far; left and right) to describe the location of features and routes on a map
•
use aerial photographs and plan perspectives to recognise landmarks and basic human and physical
features; devise a simple map; and use and construct basic symbols in a key
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use simple fieldwork and observational skills to study the geography of their school and its grounds and
the key human and physical features of its surrounding environment.
Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area and the United Kingdom to
include Europe, North and South America. This will include the location and characteristics of a range of the
world’s most significant human and physical features. They should develop their use of geographical tools and
skills to enhance their locational and place knowledge.
Pupils should be taught to:
Location knowledge
• locate the world’s countries, using maps to focus on Europe and North and South America and
concentrating on their environmental regions, key physical and human characteristics, countries, and
major cities
•
name and locate counties and cities of the United Kingdom, geographical regions and their identifying
human and physical characteristics, including hills, mountains, cities, rivers, key topographical features
and land-use patterns; and understand how some of these aspects have changed over time
•
identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern
Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones
(including day and night)
Place knowledge
• understand geographical similarities and differences through the study of human and physical
geography of a region or area of the United Kingdom (different from that taught at Key Stage 1), a
region or area in a European country, and a region or area within North or South America
Human & physical geography describe and understand key aspects of:
• physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains,
volcanoes and earthquakes, and the water cycle
•
human geography, including: settlements, land use, economic activity including trade links, and the
distribution of natural resources including energy, food, minerals, and water supplies
Geographical skills and fieldwork
• use maps, atlases, globes and digital/computer mapping to locate countries and describe features
studied
•
use the eight points of a compass, four-figure grid references, symbols and key (including the use of
Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
•
use fieldwork to observe, measure and record the human and physical features in the local area using
a range of methods, including sketch maps, plans and graphs, and digital technologies.
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Learning and Teaching
At Carr Mill Primary school, Geography is taught through a series of learning challenges,
which may be entirely thematic, have a thematic prime learning challenge and subject
specific subsidiary questions or have a subject specific prime learning challenge and subject
specific subsidiary learning challenges.
Each learning challenge will be focused on the context of our children, their interest and
what motivates them to learn. The learning challenges begin with a series of pre learning
tasks which establish what the children already know, if they have any misconceptions and
what they would like to know. Such information informs medium term and short term
planning and provides the focus for the subsidiary challenges.
Each learning challenge begins with a planned event, visit or memorable learning
experience which engages and excites the children. Through the subsidiary learning
challenges children then have the opportunity to communicate their awareness and
understanding of geography orally, visually and in writing which may include other
curriculum areas, specific genres of writing or non negotiables. Learning challenges are
sequenced to ensure progression and may include :
 Teacher led lessons where information is provided.
 Group work where the children discuss problems in small groups.
 Class discussion lessons where members are encouraged to join in with their personal
opinions.
 Teacher prepared materials.
 The use of audio-visual aids in presenting materials to the children, including artefacts.
 Educational visits.
 The use of published schemes.
 The use of Computing.
Progress towards children meeting objectives is monitored and informs future planning. Each
learning challenge is completed through designated time for reflection and review when
children are able to re visit their pre learning tasks and identify their progress towards
answering the questions they posed and correcting any misconceptions. Evidence of
learning and progress towards completing the primary learning challenge will be collated in
the class Learning Challenge portfolio.
Planning
Long Term planning
Long term planning of learning challenges provides a sequence of learning that promotes
curriculum continuity and progression across year groups. Long term plans are informed by
the breadth of study map, subject skills grids and agreed non negotiables for basic skills and
empowering learning.
Medium Term Planning
Medium term planning identifies the key learning objectives, planned outcomes,
experiences, key skills, subject related subsidiary and primary learning challenges and
curricular content.
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Short Term Planning
Short term planning sessions is identified through the medium term planning and takes into
account the needs of the children through differentiation and individual needs. The short
term planning has clear objectives, hook, tasks, differentiation and key questions.
Continuity and progression
Planned for through the allocation of Prime and subsidiary learning challenges
Knowledge, skills and understanding are interrelated in geography.
Progression at key stages 1 and 2 is characterised by:
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Asking and answering more complex questions.
Making links and connections between different areas of learning.
Understanding more general and specific geographical concepts.
Growing understanding of and proficiency in the use of geographical skills.
An increasing ability to apply skills across different areas of learning.
Using a greater depth and range of geographical knowledge to provide more
reasoned explanations.
Becoming independent in learning- Empowering learning.
Cross- curricular opportunities
Learning challenges linked to Geography provide opportunities for cross-curricular links.
Many of the units are linked through History, Literacy, Music and Art.
Assessment and recording
Assessment provides the information to plan appropriate teaching and learning activities,
which help children make progress in their learning in Geography.
The main assessment concerns are:
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The need to support children’s progress in geography.
Making judgments about the standards of children’s work in geography in the longer
term.
Schools are not required to report an end of Key Stage level for geography. However, at
Carr Mil, we assess whether a child is at emerging, expected or exceeding against specific
key objectives and assessment criteria. Staff also use Geography “ladders for learning”
which are shared with the children during Geography based learning challenges. There is a
statutory requirement to report to parents at least once a year about the progress of their
child in geography.
Opportunities to monitor the child’s learning will occur during everyday classroom situations
through:
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Watching children as they work in geography.
Listening to children as they talk about their learning in geography.
Questioning children.
Discussing and reviewing children’s work with them.
Marking children’s work.
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Asking children to assess their work or the work of their peers
Post learning for Geography Learning Challenge
New assessment tracking (1 emerging, 2 expecting, 3 exceeding)
EYFS
In the Foundation Stage, Geography is covered as part of the 'Understanding the World'
area of the Early Years Foundation Stage curriculum. As a part of our study of 'The World',
children learn about similarities and differences in relation to places, objects, materials and
living things. They talk about the features of their own immediate environment and how
environments might vary from one another. They make observation of animals and plants
and explain why some things occur, and talk about changes.
Computing
Computing enhances our teaching of geography wherever appropriate. Computing in
Geography enables children to
 access geographical sources and critically evaluate them
 classify information and organise and communicate ideas effectively
 focus directly on the different characteristics of sources
 handle data
 use the internet and multi media resources to access geographical sources
 use the internet and multi media applications to present and communicate ideas
 use e mail to exchange views and ideas with their counterparts in other schools or in
different countries
 use a flexible and timesaving resource
Geography Resources
Resources will be updated and purchased as and when requested by individual class
teachers. Resources may need updating in accordance with the Learning Challenge being
covered by individual classes.
Additional needs
Children who have additional educational needs are identified early at Carr Mill Primary. If
necessary, pupils have individual educational plans written to ensure they access the
curriculum at an appropriate level and with suitable support. Class teachers work closely
with the special needs co-ordinator to ensure resources are accessed. Further information
can be found in the additional needs policy.
Children who are more able than the majority of pupils are often referred to as being ‘Able,
gifted and talented’ (A,G&T). All class teachers have a register of these pupils and a set of
criteria used to identify children who are highly able in Geography and work is appropriately
differentiated on a daily basis to meet their needs. “Challenges” are provided regularly to
these pupils and they are assessed against “exceeding” assessment criteria. Further
information can be found in the policy for gifted and talented.
Homework
Homework is not set on a regular basis for geography. Opportunities are presented through
the various geography topics for occasional home activities e.g. finding resources, asking
questions, photographs etc.
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Parental/Community Involvement
At Carr Mill primary school we believe that parents and carers play a vital role in supporting
their child’s learning both at home and in school. We place great value on the contribution
that parents, carers and grandparents make and so we welcome and encourage them to
come into the classroom and share their knowledge and experience of geographical events
or activities relating to a particular learning challenge.
We especially rely on parents and other carers when we participate in activities outside the
classroom for example, class excursions.
Health and safety
The health, safety and welfare of all who teach and learn at Carr Mill is of fundamental
importance. We aim to provide a safe, secure and pleasant working environment for
everyone. Further details can be found in the health and safety policy.
A risk assessment form must be obtained for educational visits relating to geography.
Equal opportunities
At Carr Mill we do not discriminate against anyone, be they staff or pupil, on the grounds of
their sex, race, colour, religion, nationality, ethnic or national origins. We ensure that all pupils
have equal access to the full range of opportunities provided by the school. We celebrate
diversity and encourage respect for all as well as promoting fairness and justice in the
education that we provide.
Every Child Matters
At Carr Mill Primary the Every Child Matters outcomes are embedded and reinforced within
our school mission statement as well as our policies.
The every Child Green Paper identified the five outcomes that are most important to
children and young people
 Be Healthy
 Stay Safe
 Enjoy and Achieve
 Make a positive contribution
 Achieve economic well being
The five outcomes are universal ambitions for every child and young person whatever their
background or circumstances. Geography is particularly relevant in the outcomes: making a
positive contribution: and, enjoy and achieve.
Monitoring and Review
The geography co-ordinator is responsible for the monitoring of the geography curriculum
and reports to the Curriculum leader. The co-ordinator has the opportunity to look at records
and plans, observe children working and look at children’s work on displays or in books and
the Learning Challenge portfolios for each class. The co-ordinator also observes the
teaching of geography. From this an overview of work covered, progression from year to
year and standards within year groups can be made and collated by the coordinator
leader.
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The curriculum leader will complete a curriculum review sheet three times a year. This
provides an opportunity to identify needs of the subject throughout the school.
The Governing Body also has the opportunity to review the geography policy every three
years.
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