Subject Lead: Mrs Lubomski/ Mrs Sykes

 INTENT 

In our study of Geography at St Stephen’s we want our children to:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
• be competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

 IMPLEMENTATION 

To ensure high standards of teaching and learning in Geography, we implement a curriculum that is progressive throughout the whole school.

The Geography curriculum at St Stephen's is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage.

Teachers plan lessons for their class using our progressive Long Term Plan document and lesson sequence framework which ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. When teaching Geography, the teachers should follow the children’s interests in the topic to ensure their learning is engaging, broad and balanced.

 IMPACT 

Pupils leave St Stephen's with a secure understanding of the Geography curriculum, developing a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context. The children will progressively develop the geographical knowledge, skills and vocabulary to help them explore, navigate and understand the world around them. Children will develop a love of the subject and deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments.

We measure the impact of our curriculum through the following methods:

• Assessing children’s knowledge and understanding of topics before and after the units are taught.

• Marking of written work in books.

• Interviewing pupils about their learning.

• Book scrutiny and learning walks where there is the opportunity for a dialogue between teachers to understand their class’s work.

• Summative assessment of pupils' learning three times a year.

Subject Lead: Mrs Lubomski/ Mrs Sykes

 INTENT 

In our study of Geography at St Stephen’s we want our children to:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
• be competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

 IMPLEMENTATION 

To ensure high standards of teaching and learning in Geography, we implement a curriculum that is progressive throughout the whole school.

The Geography curriculum at St Stephen's is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage.

Teachers plan lessons for their class using our progressive Long Term Plan document and lesson sequence framework which ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. When teaching Geography, the teachers should follow the children’s interests in the topic to ensure their learning is engaging, broad and balanced.

 IMPACT 

Pupils leave St Stephen's with a secure understanding of the Geography curriculum, developing a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context. The children will progressively develop the geographical knowledge, skills and vocabulary to help them explore, navigate and understand the world around them. Children will develop a love of the subject and deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments.

We measure the impact of our curriculum through the following methods:

• Assessing children’s knowledge and understanding of topics before and after the units are taught.

• Marking of written work in books.

• Interviewing pupils about their learning.

• Book scrutiny and learning walks where there is the opportunity for a dialogue between teachers to understand their class’s work.

• Summative assessment of pupils' learning three times a year.

Subject Lead: Mrs Lubomski/ Mrs Sykes

 INTENT 

In our study of Geography at St Stephen’s we want our children to:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
• be competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

 IMPLEMENTATION 

To ensure high standards of teaching and learning in Geography, we implement a curriculum that is progressive throughout the whole school.

The Geography curriculum at St Stephen's is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills taught in each Key Stage.

Teachers plan lessons for their class using our progressive Long Term Plan document and lesson sequence framework which ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group. When teaching Geography, the teachers should follow the children’s interests in the topic to ensure their learning is engaging, broad and balanced.

 IMPACT 

Pupils leave St Stephen's with a secure understanding of the Geography curriculum, developing a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context. The children will progressively develop the geographical knowledge, skills and vocabulary to help them explore, navigate and understand the world around them. Children will develop a love of the subject and deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments.

We measure the impact of our curriculum through the following methods:

• Assessing children’s knowledge and understanding of topics before and after the units are taught.

• Marking of written work in books.

• Interviewing pupils about their learning.

• Book scrutiny and learning walks where there is the opportunity for a dialogue between teachers to understand their class’s work.

• Summative assessment of pupils' learning three times a year.