Intent

• We will provide a structured sequence of lessons to ensure our children have covered the skills required to meet the aims of the national curriculum whilst encouraging them to be curious learners and gain a deep understanding of the world around them.
• We will encourage our children to become enthusiastic, resilient learners by providing opportunities for children to develop a deeper understanding of the different areas of Geography through exploration, play, collaborative learning and formal teaching.
• Our children will develop contextual knowledge of the location of significant places (both within our community and further afield) an understanding of the processes of physical and human geographical features of the world, along with how they bring about variation and change over time.
• We intend to develop children’s curiosity and a fascination of the world and its people that will remain with them for the rest of their lives.
• We will ensure they are aware of their place in the world, similarities and differences between countries and how to demonstrate stewardship through our Christian Values.
• Our curriculum will offer a range of opportunities for investigating places around the world as well as physical and human processes.
• Throughout our lessons we intended to improve children’s geographical vocabulary, map skills and geographical facts and provide opportunities for consolidation, challenge and variety to ensure interest and progress in the subject.

Implementation

• The EYFS and National Curriculum forms the basis of teaching and learning and dictates the curriculum content for Geography.  
• The ‘Geography skills progression map’ supports planning and ensures there is progression in the development of key skills.  
• In Year 1 children begin to use maps and recognise physical and human features to do with the local area, and understand the countries and capitals within the UK.
• In Year 2 children will build upon these foundations to move children on to using maps to explore the continents and oceans of the world in and compare where they live to places outside of Europe and ask and answer geographical questions.
• Through revisiting and consolidating skills, our sequence of lessons will help children build on prior knowledge alongside introducing new skills and challenge.
• All children will expand on their skills in local knowledge, place knowledge, human and physical geography, geographical skills and fieldwork (where appropriate).
• Children will have a range of opportunities to experience geography through practical engaging tasks beyond the classroom.
• Key words will be used in day to day language as well as discreet lessons to deepen our children’s geographical knowledge.

Inclusion

When planning lessons, we consider learners with SEND. Teachers consider the barriers of the individual children and the key learning of each lesson as well as identifying the specific new learning. Teachers consider how to:

• Make links to everyday language and experiences

• Use questioning to encourage learners with SEND to develop their vocabulary through oracy and embed the correct terminology.

• Use visual supports to support with common styles of geographical written work.

• Meet children at their need and allow scope for challenge

If appropriate, we plan for an additional adult in the lesson and share their responsibilities with them in advance.

Impact

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