Subject Leader : Miss Gordon

In our diverse society children need, more than ever before, to understand other people and cultures.

Geography makes a major contribution to children's physical, intellectual, social and emotional development. In short, geography matters!

Geography teaches an understanding of places and environments. Through their work in geography, children learn about their local area and compare their life in this area, with that in other regions in the United Kingdom and in the rest of the world. They learn how to draw and interpret maps and they develop the skills of research, investigation and problem-solving. Through their growing knowledge and understanding of human geography, children gain an appreciation of life in other cultures. Geography teaching also motivates children to find out about the physical world and enables them to recognise the importance of sustainable development for the future of mankind.

How is the content / theme chosen?

At Lee Brigg Infant and Nursery School, geography is taught through a 'theme' based approach. This allows coverage of the National Curriculum objectives for Geography and the EYFS framework, in a more meaningful context. Our children start by learning about their own immediate locality, allowing them to start to learn and use the language associated with geography, as they begin to develop basic fieldwork skills. Children then learn to compare their own locality to places in the United Kingdom, before going on to learn about and make comparisons to places in the wider world. They use atlases to plan and plot journeys around the world. They point out where the equator, north pole and south pole are on a globe or atlas. The children name the continents of the world and the countries that form the United Kingdom including the capital cities. They also consider the seas that surround these.

Whenever possible, we teach geography as a discrete lesson, but with cross curricular links with other subjects, to enable children to embed learning and make connections. This leads to a greater depth of understanding within the subject. The content is therefore chosen to make effective links with key themes, reflect expectations in the National Curriculum programmes of study and EYFS framework and engage the children. The content may also be chosen based upon the needs or interests of specific cohorts or links to events which are taking place in the community or wider world (e.g The Olympics).

How do we ensure progression of knowledge and skills?

At Lee Brigg Infant and Nursery School we have in place, for each subject area, a knowledge and skills progression document, which is used for planning, to ensure sequenced and appropriate content for specfic year groups, as well as a build up of knowledge and skills.

Within these documents there are also opportunities for differentiation, in order to meet the needs of all learner.

How is the subject taught?

A two year, long term rolling programme maps out the coverage of the discrete teaching and learning opprtunities for children to develop and embed specific skills.

Within each discrete block of geography teaching, class teachers carefully plan the specific outcomes for their year group, based upon age appropriate knowledge and skills, as well as the needs of the cohort or individuals within it. Our teaching and learning opportunities ensure all children are introduced to and reminded of key vocabulary. Questioning is used to check their understanding and prior knowledge, before new concepts or skills are introduced. Modelling is used by class teachers to clarify expectations, children are then given plentiful opportunities to consolidate, build upon and apply basic skills in order to produce a piece of work which showcases what they have learnt.

When children are learning about a subject through a discrete teaching sessions they are explicitly told that today they are going to be 'geographers' or 'scientists' or 'historians' etc. They are then reminded of the key skills that they will learn, use and develop within that subject.

In geography these are:
We are learning to

find and name places on maps / globes
say what places are like
say how places are similar or different
ask and answer questions
- say how a place has changed

In addition to discrete teaching in this subject, opportunities and links are made to this subject throughout the year. For example, subject knowledge about places, continents and oceans is an ongoing theme throughout the year, which links to other themes or subjects being taught. Learning about seasons and the weather also continues throughout the year. Local and national events are taught and referred to in a geographical context and used as 'mini' learning projects. This ensures that elements of the geography curriculum are accessed by children throughout the year.

This enables children to practise their skills throughout the year and use the language they have learnt which is associated with places and the world around them.

Teaching Geography in EYFS

The children in EYFS learn about links to other countries. Reception children take part in environment walks around school discussing the features of their environment and how they are similar, or different, to their own setting. The children use books and stories as a focus to discuss similarities and differences between their culture and that of others. The children also look at the habitats of animals. They make observations of animals and plants and explain why some things occur. They begin to consider how physical and human features can affect how animals live.

Planning and teaching in EYFS is similar to that in Key Stage 1. The children are expected to develop a specific set of skills and knowledge appropriate to their age. This is often beyond the expectations that are set out in the end of year Early Learning Goals. As well as topic work and the discrete teaching of skills and knowledge, children in EYFS are given the opportunity to continually practise and embed their skills through the areas of provision set up in the indoor and outdoor learning environments.

How do we know that our children are making progress?

Ongoing assessments of the children's knowledge and skills is observed by the class teacher. Misconceptions are addressed and next steps carefully planned. Children's outcomes are compared to the subject specific skills and knowledge documents. At the end of a block of discrete teaching (or term) subject leaders gather an overview of children's ouctomes in each subject area. This is used to plan approrite next steps for their future learning, as well as provide an overview of learning within a subject area across the whole school.

How do we promote Communication & Language (including reading), Personal, Social and Emotional Development and Physical Health and Wellbeing?

Our geography curriculum introduces children to a range of new vocabulary, which they become confident in using. It allows them to practise asking questions and encourages them to articulate their answers using their growing knowledge about the world around them. Children develop empathy with people who live in different places and widen their understanding of how people and places, including cultures and traditions, differ across the world. They learn about how their actions can impact on the world in which we live today, as well as in the future.

Our geography curriculum allows our children to find their place in the world! They are shown how to look out at the world and how to respect others. They are equipped with the skills and knowledge to ensure they are responsible citizens in their school, local and wider global community.

What wider opportunities are provided for our children?

Children have the opportunity to participate in regular visits out to places, including exploring their own locality to develop a sense of belonging. Visits around the locality and participating in local events, allow them to question why things are as they are where they live and start to make comparisons with other places.

Fieldwork is at the heart of being a geographer and this is carried out through carefully planned activities for all children in school to participate in. Fieldwork enables the children to develop a true sense of place. To use their senses to explore and become curious about the world around them, and develop their investigative skills to ask questions about where they live. Geography gives children a sense of pride and belonging as they get to know their own locality before exploring the wider world.

Further details for each half term's coverage can be found on the class pages.
We use these themes in conjunction with our school progression document.