MARTONGATE PRIMARY SCHOOL GEOGRAPHY POLICY

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1 MARTONGATE PRIMARY SCHOOL GEOGRAPHY POLICY REVISED BY: JUNE HARRISON DATE: September

2 GEOGRAPHY POLICY As with all subject policy documents available in the school, the policy for the teaching of Geography is within the general aims for the school. It is developed through the process of staff consultation and in consideration of the New Curriculum devised by the government in 2014 and revised by the school in What is Geography Geography is the study of real places at different scales and of how the people living there are influenced by and affect the environment of those places. Geography explores the relationship between earth and its people. Geography studies the location of the physical and human features of the earth and the processes, systems and interrelations that create and influence them. The character of places, the subject s central focus derives from the interaction of people and environment. Aims of Geography teaching at Martongate Primary School To stimulate pupil s interest in the world around them and to foster a sense of wonder at the world around them To help pupils develop an informed concern for the quality of the environment To enhance pupil s sense of responsibility for the care of the earth and its people To develop a range of skills to interpret geographical information and to carry out geographical enquiry To study the location of places To look at physical systems To explore human and physical processes and patterns To develop a sense of place To explore the relationships between people and their environment To look at changes to places, spaces and the environment and the consequence of these changes To appreciate cultural and economic diversity To investigate issues and concerns To develop enquiry skills 2

3 Principles of the Teaching and Learning of Geography The teaching of Geography encompasses the acquisition of four key areas of learning: place knowledge locational knowledge human and physical geography geographical skills and field work An understanding of geography is essential to our understanding of the world and the skills and knowledge of Geography have a wide application in everyday life. Geographical fieldwork and investigations provide important opportunities for working in teams and developing individual responsibility. Due to its focus on places and environments in different parts of the world, and on issues which arise about how these are changing, Geography provides a unique vehicle for environmental education; citizenship and learning about other cultures and provides for cross curricular links to spiritual/moral education. Geography Curriculum Planning and Assessment We use the New Curriculum as the basis for our planning in Geography. Some of the Geography units of work have been developed alongside the EMA team to adapt them to suit our local context and make them more culturally relevant for the children. We ensure that there are opportunities for children of all abilities to develop their skills and knowledge in each unit, and we plan progression into the schemes of work so that the children are increasingly challenged as they move through the school. We carry out curriculum planning in Geography in three phases (long term, medium term and short term). The long term plan maps the Geography topics studied in each term during each key stage: the subject coordinator devises this plan in conjunction with teaching colleagues in each year group and the children study Geography topics in conjunction with other subjects. We teach the knowledge, skills and understanding set out in the New Curriculum through the corresponding programme of study. The class teacher uses lesson plans for each Geography lesson (short term plans.) These plans list the specific learning objectives and expected outcomes for each lesson. When planning the teacher should plan activities in accordance with the school s BAD planning policy. Activities should be planned at a BASIC, ADVANCING and DEEPENING level. 3

4 At the end of each unit, teachers should record the pupils geography levels with reference to the schools 5 point assessment process. Geography in The Foundation Stage We teach Geography in Reception and Nursery classes as an integral part of the topic work covered during the year. As the Reception and Nursery classes are part of the Foundation Stage we relate the Geography side of the children s work to the objectives set out in the Early Learning Goals (ELGs), which underpin the curriculum planning for children aged three to five. Teaching and Learning The school sees teaching and learning as a process of co-operative and collaborative teamwork. The school welcomes and encourages the involvement of parents and others in the community. The community is the starting point for the study of geography at Martongate School. Pupils learn how the school and its community fit into the wider world. Where appropriate, the teaching of geography is linked to thematic or cultural development headings in order to give the subject a context for learning. There are many occasions, however, when certain skills, concepts and knowledge will be taught as discreet geographical areas. Teaching takes place through a range of strategies which embraces whole class teaching, group teaching and interaction, and individual tasks. Classes and groups are usually of mixed ability, although for some differentiated activities groups may be organised by the teacher according to their ability. Teachers generally teach their own class groups. However, on occasions, year groups may wish to work together in a team teaching situation in order to utilise the specialist knowledge of a colleague or a visiting speaker, or when visiting places relating to the scheme of work. Children learn in a variety of ways and the style and strategies for teaching will take account of this diversity. The emphasis in our teaching of geography is on first-hand experience when possible and we encourage children increasingly to take control of their own learning. Therefore work in geography will include, investigation, discussion and problem solving. Visits which enhance the understanding of geographical skills, knowledge and concepts will be arranged at appropriate times throughout the pupil s school career linked closely to the National Curriculum Programmes of Study. Where 4

5 first hand experience is impractical or impossible, children will be given experience through other media and secondary sources such as video, atlases and maps, photographic evidence, C.D. ROMs and resource. Cross Curricular Links and Opportunities Teachers should be aware of the opportunities to link their work in geography with other subject areas whilst retaining the focus for clear learning objectives. A wide range of language skills are necessary for work in geography at all levels. Teachers should use a variety of recording strategies. Work in English to develop children s ability to use appropriate means of recording data and the use of descriptive narrative will help pupils to reach higher levels of work in geography. Effective teaching will use open and closed questioning which challenges children s thinking and will involve speaking and listening skills. Reading skills are a necessity for the gathering of data and information related to geographical topics. Children should be taught at regular intervals how to use the classification system in the library to find books to support their work, to use contents pages and to use indexes. Similarly, pupils will need to have experiences of Information and Communication technology in order to access information from relevant software, C.D. ROMs and for future use of Internet services. In Mathematics, children will need to understand the gathering, presentation and interpretation of data from geographical investigations such as that involved in observation of weather patterns. The use of maps and atlases will be supported by work on location and grid referencing. The investigative nature of Science can support work in geography, for example, work on the properties of materials can be set alongside the action of water on rocks (erosion and deposition in rivers); and solutions, saturates and solutions may lead to discussion on limestone scenery, stalactites and stalagmites. There are many links with themes in other foundation subjects and where possible teachers should plan for these in order to contextualise children s work. Special attention should be paid to geographical issues which are relevant at particular times or that are in the news, e.g. environmental issues: local, national and global; business and industry links, European Awareness; building and road developments. 5

6 British values Teachers will recognise opportunities to discuss and develop aspects of British Values in their teaching of geography. The main themes are democracy, the rule of law, individual liberty and respect/tolerance of all. Assessment and Recording All children s work will be continually assessed by teachers and pupils as they reflect upon tasks and activities undertaken in geography. On occasions, particularly at the end of a unit of teaching or block, teachers may formulate and administer activities using the Key I can statements which assess the skills, knowledge and conceptual development of children. Results of these assessments may be recorded by teachers on the related record-keeping sheets in order to monitor progress and inform future planning. Formative assessment can be made from a range of sources: Written work Spoken activities Maps, plans and sketches Group activities Fieldwork Audio and video recording ICT materials e.g. s, desk top publishing Models Photographs S.E.N. Work in geography should be carefully differentiated in order to ensure access for those children with special educational needs. Activities and worksheets should be carefully planned to take into account I.E.P s, and/or the statemented needs of identified children. If in doubt, teachers should seek the advice of the SENCO and/or the SENSS. There are a number of strategies for differentiation: Differentiation by task Differentiation by outcome or result Differentiation by a carefully scaffolded sequence of activities Differentiation by recording 6

7 Differentiation through questioning (Refer to S.E.N. Policy) Equal Opportunities and Inclusion It is important that access to activities or work in geography is not hindered by discrimination on the basis of colour, culture, origin, sex or ability. Work in geography may often refer to life in other societies and cultures. It is most important that teachers highlight the values that such cultures bring to the world in a positive manner. Staff should ensure that the resources used in the teaching of geography are multi-cultural and non-sexist, containing positive images of all groups. We should use all opportunities to challenge stereotypes within our teaching of Geography. Mutual respect and tolerance for all cultures will be promoted through the study of Geography (Refer to the Equal Opportunities Policy and Inclusion Policy) Presentation of Work Much geography work will be presented in topic books which contain a wide range of recorded evidence based on the focus theme for the half-term block. A wide variety of recording strategies may be used in geography and this should be reflected in the work presented in these books. The manner of presentation will depend upon the objective of the lesson. However, there are a number of formalities that should be used generally in recorded work. All work should be dated Written work should generally be completed in pencil or black ink Titles and dates should be underlined using a pencil and ruler Straight lines should be drawn using a ruler In geography children should be taught the skill of shading and hacheshading rather than colouring. Children should be strenuously encouraged to present their work clearly, accurately and legibly. 7

8 Marking Policy Whenever possible, feedback to work, whether oral or written, should be done alongside the pupil in order to gain maximum effect. When this is not possible, teachers should give clear, constructive comment on the work and where appropriate set targets for improvement through response tasks. Stickers and certificates can be a useful encouragement to children s work. Resources Where possible, resources should be kept close to the area of greatest use. Therefore, resources needed specifically for particular blocks of work should be kept in the appropriate year groups or classes. Shared resources will be kept in the staff room or by the Curriculum Coordinator. Resources should be returned to the appropriate location as soon as possible after use. Teachers should make note of any shortage of resources and report this to the co-ordinator who will prioritise needs during the financial rounds and where possible purchase equipment. Health and Safety Fieldwork is particularly important in geography, be it a day trip or residential. When planning a visit, teachers must complete a risk assessment and be aware of the school emergency procedures for trips and Local Authority s policies on visits and excursions within and outside the local area. We must: Relate the objectives of the trip directly to the objectives of the unit being studied Observe Local Authority guidelines Subject Coordinators role The subject coordinators will: Take the lead in policy development Take the lead in implementing the New Curriculum topics to ensure progression and continuity across the school 8

9 Support colleagues in the development of detailed plans and the implementation of the new units of work Support colleagues in assessment and record keeping activities Monitor progress in Geography and advise the Head Teacher on action needed Take responsibility for the purchase and organisation of central resources for Geography Keep up to date with developments in Geography Education and disseminate information to colleagues as appropriate 9