Geography
At Streethouse, we aim to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.
Intent
Our Geography curriculum aims to build an awareness of how Geography shapes our lives at multiple scales and over time. We place a strong focus on developing both geographical skills and knowledge, Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence. We also aim to develop fieldwork skills across each year group, a deep interest and knowledge of pupils’ locality and how it differs from other areas of the world. In our curriculum we emhasise the need for a growing understanding of geographical concepts, terms and vocabulary.
Kapow Primary’s Geography scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum. The aims also align with those in the National curriculum. For EYFS, the activities allow pupils to work towards the ‘Understanding the world’ Development matters statements and Early learning goals, while also covering foundational knowledge that will support them in their further geography learning in Key stage 1.
Implementation
Our scheme of work has been designed to include Cross-curricular links throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. Our enquiry questions form the basis for our Key stage 1 and 2 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. We have designed these questions to be open-ended with no preconceived answers and therefore they are genuinely purposeful and engage pupils in generating a real change.
Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible. Kapow Primary units follow an enquiry cycle that maps out the fieldwork process of question, observe, measure, record, and present, to reflect the elements mentioned in the National curriculum. This ensures children will learn how to decide on an area of enquiry, plan to measure data using a range of methods, capture the data and present it to a range of appropriate stakeholders in various formats. Fieldwork includes smaller opportunities on the school grounds to larger-scale visits to investigate physical and human features. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods. It also gives children the confidence to evaluate methodologies without always having to leave the school grounds and do so within the confines of a familiar place. This makes fieldwork regular and accessible while giving children a thorough understanding of their locality, providing a solid foundation when comparing it with other places.
Impact
An enquiry-based approach to learning will allow teachers to assess children against the National curriculum expectations for Geography. After implementing Kapow Primary Geography, pupils should leave school equipped with a range of skills and knowledge to enable them to study Geography with confidence at Key stage 3. We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical. The expected impact of following the Kapow Primary Geography scheme of work is that children will:
Name | Format | ||
---|---|---|---|
Files | |||
PRIMARY_national_curriculum_-_Geography 6.pdf | |||
Streethouse Geography Long Term Overview.docx | .docx | ||
Streethouse Geography Knowledge and Progression.docx | .docx |
Geography
At Streethouse, we aim to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.
Intent
Our Geography curriculum aims to build an awareness of how Geography shapes our lives at multiple scales and over time. We place a strong focus on developing both geographical skills and knowledge, Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence. We also aim to develop fieldwork skills across each year group, a deep interest and knowledge of pupils’ locality and how it differs from other areas of the world. In our curriculum we emhasise the need for a growing understanding of geographical concepts, terms and vocabulary.
Kapow Primary’s Geography scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum. The aims also align with those in the National curriculum. For EYFS, the activities allow pupils to work towards the ‘Understanding the world’ Development matters statements and Early learning goals, while also covering foundational knowledge that will support them in their further geography learning in Key stage 1.
Implementation
Our scheme of work has been designed to include Cross-curricular links throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. Our enquiry questions form the basis for our Key stage 1 and 2 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. We have designed these questions to be open-ended with no preconceived answers and therefore they are genuinely purposeful and engage pupils in generating a real change.
Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible. Kapow Primary units follow an enquiry cycle that maps out the fieldwork process of question, observe, measure, record, and present, to reflect the elements mentioned in the National curriculum. This ensures children will learn how to decide on an area of enquiry, plan to measure data using a range of methods, capture the data and present it to a range of appropriate stakeholders in various formats. Fieldwork includes smaller opportunities on the school grounds to larger-scale visits to investigate physical and human features. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods. It also gives children the confidence to evaluate methodologies without always having to leave the school grounds and do so within the confines of a familiar place. This makes fieldwork regular and accessible while giving children a thorough understanding of their locality, providing a solid foundation when comparing it with other places.
Impact
An enquiry-based approach to learning will allow teachers to assess children against the National curriculum expectations for Geography. After implementing Kapow Primary Geography, pupils should leave school equipped with a range of skills and knowledge to enable them to study Geography with confidence at Key stage 3. We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical. The expected impact of following the Kapow Primary Geography scheme of work is that children will:
Name | Format | ||
---|---|---|---|
Files | |||
PRIMARY_national_curriculum_-_Geography 6.pdf | |||
Streethouse Geography Long Term Overview.docx | .docx | ||
Streethouse Geography Knowledge and Progression.docx | .docx |