Geography Policy. (To be read in conjunction with policies on Off Site Visits and Health, Safety and Welfare.)

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1 Gegraphy Plicy (T be read in cnjunctin with plicies n Off Site Visits and Health, Safety and Welfare.) 1 Aims and bjectives 1.1 Gegraphy teaches an understanding f places and envirnments. Thrugh their wrk in gegraphy, children learn abut their lcal area, and they cmpare their life in this area with that in ther regins in the United Kingdm and in the rest f the wrld. They learn hw t draw and interpret maps, and they develp the skills f research, investigatin, analysis and prblem-slving. Thrugh their grwing knwledge and understanding f human gegraphy, children gain an appreciatin f life in ther cultures. Gegraphy teaching als mtivates children t find ut abut the physical wrld, and enables them t recgnise the imprtance f sustainable develpment fr the future f mankind. 1.2 Fllwing the Natinal Curriculum fr Gegraphy, ur bjectives in the teaching f gegraphy are t: develp cntextual knwledge f the lcatin f glbally significant places bth terrestrial and marine including their defining physical and human characteristics and hw these prvide gegraphical cntext fr understanding the actins f prcesses. understand the prcesses that give rise t key physical and human gegraphical features f the wrld, hw these are interdependent and hw they bring abut spatial variatin and change ver time. are cmpetent in the gegraphical skills needed t: cllect, analyse and cmmunicate with a range f data gathered thrugh experiences f fieldwrk that deepen their understanding f gegraphical prcesses. interpret a range f surces f gegraphical infrmatin, including maps, diagrams, glbes, aerial phtgraphs and Gegraphical Infrmatin Systems (GIS). cmmunicate gegraphical infrmatin in a variety f ways, including thrugh maps and writing at length. 2 Teaching and learning 2.1 We use a variety f teaching and learning styles in ur gegraphy lessns. We believe in whle-class teaching methds, and we cmbine these with enquiry-based research activities. We encurage children t ask as well as answer gegraphical questins. We ffer them the pprtunity t use a variety f data, such as maps, statistics, graphs, pictures and aerial phtgraphs, and we enable them t use ICT in gegraphy lessns where this serves t enhance their learning. Children take part in rle-play and discussins, and they present reprts t the rest f the class. They engage in a wide variety f prblemslving activities. Wherever pssible, we invlve the children in real gegraphical 1

2 activities, fr example, research f a lcal envirnmental prblem, r use f the Internet t investigate a current issue. 2.2 We recgnise the fact that there are children f widely different gegraphical abilities in all classes, and we prvide suitable learning pprtunities fr all children by matching the challenge f the task t the ability f the child. We achieve this by: setting tasks which are pen-ended and can have a variety f respnses; setting tasks f increasing difficulty, sme children nt cmpleting all tasks; smetimes gruping children by ability, and setting different tasks t each ability grup; prviding resurces f different cmplexity, accrding t the ability f the child; using classrm assistants t supprt the wrk f individual children r grups f children. 3 Gegraphy curriculum planning 3.1 Gegraphy is a fundatin subject in the Natinal Curriculum. We use the Internatial Primary Curriculum prgrammes f study as the basis fr ur curriculum planning in gegraphy and we have adapted this t the lcal cntext f ur schl. Fr example, we make use f the lcal envirnment in ur fieldwrk and we als chse a lcality where the human activities and physical features prvide a cntrast t thse that predminate in ur wn immediate area. We have regard t the natinal scheme f wrk fr gegraphy but much f ur planning is based n the themes chsen by the schl fr each term. 3.2 Our curriculum planning is in three phases (lng-term, medium-term and shrt-term). Our lng-term plan maps the gegraphy tpics studied in each term during each key stage. The subject leader devises this plan in cnjunctin with teaching clleagues in each mile pst. In sme cases, we cmbine the gegraphical study with wrk in ther subject areas, especially at Key Stage 1. In ther cases, we arrange fr the children t carry ut an independent gegraphical study. 3.3 Our medium-term plans give details f each unit f wrk fr each term. The subject leader reviews these plans n a regular basis Each class teacher creates a plan fr each lessn. These plans list specific learning bjectives and expected utcmes fr each lessn. The class teacher keeps these individual plans, and ften discusses them with the gegraphy subject leader n an infrmal basis. 3.5 We plan the tpics in gegraphy s that they build n prir learning. Children f all abilities have the pprtunity t develp their skills and knwledge in each unit and, thrugh planned prgressin built int the scheme f wrk, we ffer them an increasing challenge as they mve up the schl. 4 The Early Years Fundatin Stage 4.1 We teach gegraphy in receptin classes as an integral part f the tpic wrk cvered during the year. As the receptin class is part f the Early Years Fundatin Stage, we relate the gegraphical aspects f the children s wrk t the bjectives set ut in the Early Learning Gals (ELGs) which underpin the curriculum planning fr children aged three t five. Gegraphy makes a significant cntributin t the develpment f each child s knwledge and understanding f the wrld, thrugh activities such as cllecting pstcards frm different places, singing sngs frm arund the wrld, r investigating what makes a gd playgrund. 5 The cntributin f gegraphy t teaching in ther curriculum areas 5.1 English 2

3 Gegraphy makes a significant cntributin t the teaching f English in ur schl because it actively prmtes the skills f reading, writing, speaking and listening. We ensure that sme f the texts that we use in the literacy hur are gegraphical in nature.. Reprts, letters and recrding infrmatin will all develp children s writing ability. We als use envirnmental issues as a way f develping the children s writing ability, by asking them t recrd infrmatin and write reprts and letters.5.2 Mathematics The teaching f gegraphy in ur schl cntributes t children s mathematical understanding in a variety f ways. We teach the children hw t represent bjects with maps. The children study space, scale and distance, and they learn hw t use fur- and six-figure grid references. They als use graphs t explre, analyse and illustrate a variety f data. 5.3 Persnal, scial and health educatin (PSHE) and citizenship Gegraphy cntributes significantly t the teaching f PSHE and citizenship. Firstly, the subject matter lends itself t raising matters f citizenship and scial welfare. Fr example, children study the way in which peple recycle material, and hw envirnments are changed fr better r fr wrse. Secndly, the nature f the subject means that children have the pprtunity t take part in debates and discussins. We allw them t rganise campaigns n matters f cncern t them, such as helping pr r hmeless peple. Thus, gegraphy in ur schl prmtes the cncept f psitive citizenship. 5.4 Spiritual, mral, scial and cultural develpment We ffer children in ur schl many pprtunities t examine the fundamental questins in life thrugh the medium f gegraphy. Fr example, their wrk n the changing landscape and envirnmental issues leads children t ask questins abut the evlutin f the planet. We encurage the children t reflect n the impact f mankind n ur wrld, and we intrduce the cncept f stewardship in relatin t sustainable develpment. Thrugh teaching abut cntrasting lcalities, we enable the children t learn abut inequality and injustice in the wrld. We help children t develp their knwledge and understanding f different cultures, s that they learn t avid steretyping ther peple, and acquire a psitive attitude twards thers. We help cntribute t the children s scial develpment by teaching them abut hw sciety wrks t reslve difficult issues f ecnmic develpment. Gegraphy cntributes t the children s appreciatin f what is right and wrng by raising many mral questins during the prgramme f study. 6 Gegraphy and ICT 6.1 Infrmatin and cmmunicatin technlgy enhances ur teaching f gegraphy, wherever apprpriate, in each key stage. This mre than meets the statutry requirement fr children t use ICT as part f their gegraphy wrk in Key Stage 2. Children use ICT t enhance their skills in data handling (e.g. muntain, climate, ppulatin r river data) and in presenting written wrk. They research infrmatin thrugh the Internet and libraries f digital images (e.g. aerial phtgraphs in Ggle Earth). We ffer children the pprtunity t use the digital camera. Digital mapping allws children t create their wn verlay maps f lcal features. Detective rle-play sftware teaches them gegraphical facts incidentally. 3

4 7 Gegraphy and inclusin 7.1 At ur schl, we teach gegraphy t all children, whatever their ability and individual needs. Gegraphy implements the schl curriculum plicy f prviding a brad and balanced educatin t all children. Thrugh ur gegraphy teaching, we prvide learning pprtunities that match the needs f children with learning difficulties, and we take int accunt the targets set fr individual children in their Individual Educatin Plans (IEPs). We strive hard t meet the needs f thse pupils with special educatinal needs, thse with disabilities, thse with special gifts and talents, and thse learning English as an additinal language, and we take all reasnable steps t achieve this. (Fr further details, see separate plicies n Special Educatinal Needs, Disability Discriminatin, Gifted and Talented Children, English as an Additinal Language (EAL).) 7.2 When prgress falls significantly utside the expected range, the child may have special educatinal needs. Our assessment prcess lks at a range f factrs classrm rganisatin, teaching materials, teaching style, differentiatin s that we can take sme additinal r different actin t enable the child t learn mre effectively. Assessment against IPC Rubricks allws us t cnsider each child s attainment and prgress against expected levels. This helps t ensure that ur teaching is matched t the child s needs. 7.3 We enable all pupils t have access t the full range f activities invlved in learning gegraphy. Where children are t participate in activities utside the classrm, such as a visit t a river, we carry ut a risk assessment prir t the activity, t ensure that the activity is safe and apprpriate fr all pupils. 8 Assessment 8.1 Children demnstrate their ability in gegraphy in a variety f different ways. Yunger children might, fr example, dress up in cstumes frm different parts f the wrld, whilst lder pupils might prduce a PwerPint presentatin based n their investigatins f different surces f energy. Teachers will assess children s wrk by making infrmal judgements during lessns. On cmpletin f a piece f wrk, the teacher assesses the wrk and uses this infrmatin t plan future learning. Written r verbal feedback is given t the child t help guide his r her prgress. Older children are encuraged t make judgements abut hw they can imprve their wn wrk. 8.2 We assess wrk in Ggegraphy by making infrmal judgements as we bserve the children during lessns. Once the children cmplete a piece f wrk, we mark and cmment, as necessary. At the end f the year we make a summary judgement f the wrk f each pupil in relatin t the IPC Rubricks. We recrd the attainment grades in the childrens bks and entre the data n the IPC tracking system, and t pass infrmatin n t the next teacher at the end f the year. 8.3 The subject leader keeps samples f the children s wrk in a prtfli which shws the expected level f achievement in gegraphy in each year f the schl. 9 Resurces 9.1 We ensure that we have sufficient resurces t be able t teach the gegraphy prgrammes f study. We keep these resurces in a central stre, where there is a bx f equipment fr each unit f wrk. We als keep a cllectin f gegraphy equipment that the children use t gather weather data, and a set f atlases fr bth key stages. In the library, we have a gd supply f gegraphy tpic bks and a range f educatinal sftware t supprt the children s individual research. We als brrw resurces frm the Durham Lending Library t supprt chidren s learning 4

5 10 Fieldwrk 10.1 Fieldwrk is integral t gd gegraphy teaching, and we include as many pprtunities as we can t invlve children in practical gegraphical research and enquiry During Key Stage 1 we let all the children carry ut an investigatin int the lcal envirnment, and we give them pprtunities t bserve and recrd infrmatin arund the schl site. During Key Stage 2 children d a study f the lcal area Fr health and safety issues regarding fieldwrk, ur schl fllws the guidance cntained in its plicies n Off-Site Visits and Health and Safety. 11 Mnitring and review 11.1 The crdinatin and planning f the gegraphy curriculum are the respnsibility f the subject leader, wh als: supprts clleagues in their teaching, by keeping infrmed abut current develpments in gegraphy and by prviding a strategic lead and directin fr this subject; prvides the headteacher with an annual summary reprt in the strengths and weaknesses in gegraphy are evaluated and the areas fr further imprvement indicated The quality f teaching and learning in gegraphy is mnitred and evaluated by the headteacher as part f the schl s agreed cycle f mnitring and evaluatin This plicy will be reviewed every three years r sner if necessary. Signed: Date: 5

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