Geography
The Geography Subject Leader is: Miss Vikki Scott
vscott@fitzwilliam.wakefield.sch.uk
Subject Ambassadors are James and Holly
Geography Statement of Intent
It is our intent for the Geography element of our school curriculum to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip 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 should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. We want our children to gain confidence and practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
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Intent |
Research link |
Implementation |
Impact |
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To build a geographical curriculum that develops learning and results in the acquisition of knowledge of their world around them so that they know more, remember more and understand more. |
Education Endowment Fund research indicates that by identifying key learning styles of children will underpin the individual’s style of preferred learning. The theory is that learning will therefore be more effective or more efficient if pupils are taught using the specific style or approach that has been identified as their learning style. A successful approach will allow children to make an additional two month’s progress. |
Teaching and Learning should show progression across all key stages within the strands of Geography.
Children have access to key language and meanings in order to understand and readily apply to their written, mathematical and verbal communication of their skills.
Children will use a range of secondary resources to develop their knowledge and understanding that is integral to their learning.
Staff will refer to the progression document to ensure that pupils are accessing and learning ARE skills and knowledge that will enthuse and help them to understand more securely at the appropriate level. |
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To build a geographical curriculum that endorses the importance for outdoor learning to build a curiosity for learning to help them to know more, remember more and understand more. |
The Council for Learning Outside the Classroom indicates that good quality learning outside the classroom adds significant value to young people’s learning. It provides a context for accumulating integrated and subject based knowledge and for developing key skills. Effective learning outside the classroom relies on problem-solving skills, cooperation and interpersonal communication: all essential skills for today’s young people. Education Endowment Fund research indicates that by developing collaborative learning experiences with a high level of challenge, problem solving, reflection and discussions will enhance the ability of children to use the outdoors to conduct enquiry based learning. A successful approach will allow children to make an additional four month’s progress.
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Teaching and Learning should plan for outdoor learning opportunities within geography lessons termly.
Children will become more aware of their local environment and as they progress through their geographical education.
Where applicable links to geography will be made to develop the children’s topical learning.
All children will access Forest School learning from a trained teacher in school.
Children will learn and revisit the importance of our world and how it should be treated through a range of cultural capital activities and experiences. |
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