Geography at Phoenix Community Primary School

Intent

At Phoenix Community Primary 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. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. 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; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at Phoenix Community Primary School and also to their further education and beyond.

Our curriculum prioritises:

• Early and secure literacy skills centred around rich language development, oracy (expression through speech)
• Reading, because this is what our pupils need.
• Pupils at all stages are given the opportunity and are expected, to present their learning in front of other pupils
• The use of subject specific vocabulary to embed understanding and knowledge.

Implementation

Geography is taught through topic work and is a focus 3 terms per academic year. Teaching Geography within topic means learning is delivered within a relevant context and builds on prior learning helping children make links and make progress. Cross curricular outcomes in geography are specifically planned for and there are many opportunities for children to extend and reinforce their Geography knowledge through a well planned Guided Reading offering. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.

Impact

Outcomes in topic and English books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge. Pupils assess what they know at the start of a topic and what they have learned by the end using strategies such as mind mapping and knowledge grids.  Pupil voice is gathered in floor books which the children can refer back to throughout their topic. As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context. The children’s geographical skills are gathered through the media platform Seesaw, where the children can review and comment on their own and their peer’s learning journey.