Geography
Geography Lead: Miss Leanne Eaves
At Lever House Primary School Geography inspires pupils to have a curiosity and fascination about the world and it’s people that will remain with them for the rest of their lives. Our 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, 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, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
We aim to give every child the opportunity to experience success in learning and to achieve as high a standard as possible by providing effective learning to all. To overcome any potential barriers to learning in Geography we recognise the need to use scaffolding to support a mastery approach in order that all children make excellent progress. Everything should be done to avoid highlighting the disabilities of a particular child and support may be especially necessary during field study activities. All SEN pupils will be provided for, inline with our SEN policy.
In EYFS teachers use the Early Years Foundation Stage Curriculum to support their teaching of Geography in the Foundation Stage and follow a one year rolling programme. The children have the opportunity to develop their subject knowledge through Topic work (Understanding of the world.), continuous provision and regular Forest School Sessions. In KS1 and KS2 they follow a two year rolling programme. Teachers use the Lever House Geography Scheme of work with objectives from the 2014 National Curriculum Programme of Study are taught. The delivery of the scheme is supported by the use of our Creative Curriculum. Geography may be delivered as a separate subject, throughout termly/half termly topics and projects. Learning will take place reflecting different teaching and learning styles to ensure full inclusion such as whole-class lessons, co-operative group, paired and individual work and we combine these with enquiry-based research activities. We encourage children to ask as well as answer geographical questions. Long, medium and short term plans determine the organisation of the teaching and learning of Geography.
To ensure progression teachers are required to build on children’s earlier experiences and take into account the needs of the children in their particular class. An agreed format is used in planning throughout the school and this clearly indicates the learning objectives, deployment of support staff, assessment and evaluation of the lessons. As part of their geographical work, all pupils have opportunities to use ICT and a variety of data, such as maps, statistics and graphs where this serves to enhance their learning. They also have opportunities to use the following resources: globes, maps, atlases, pictures, photographs, aerial photographs, compasses, measuring equipment, cameras, books and games.
