The study of Geography is to enable pupils to understand the interaction of human beings with their environments– at personal, local, regional, national and global scales.
In EYFS, pupils are taught the knowledge and skills for ‘People and Communities’ and ‘The World’ using a thematic approach outlined in our EYFS Curriculum for Understanding the World (see EYFS Curriculum). The themes are linked to the Scheme of Work for Key Stage 1 to ensure progression as pupils move from EYFS to Key Stage 1.
What our pupils will learn (intent):
At Cononley Primary School, we use the Connected Geography Scheme of Work to deliver the National Curriculum for Geography throughout Key Stage 1 and 2. The scheme of work is well-sequenced, with a clear progression in knowledge, skills, concepts and vocabulary and links to other curriculum subjects. The scheme of work provides resources to support teaching and learning in Geography. A rolling programme is in place to ensure that the Geography topics are taught to all pupils during each Key Stage, taking account of the mixed-age structure of our classes.
Rolling Programme for Key Stage 1:
Year A (2021-2022)
Year B (2020-2021)
Rolling programme for Key Stage 2:
Year A (2023-2024)
Year B (2020-2021)
Year C (2021-2022)
Year D (2022-2023)
How the Geography curriculum will be taught to our pupils (implementation):
In Key Stage 1, Geography topics are taught in a block of lessons each half term.
In Key Stage 2, Geography topics are taught in weekly lessons. One Geography topic each year is taught for a full term, followed by a shorter Geography topic, which is taught for half a term. For the remaining term and a half of the school year, Geography topics are taught in the same way. This enables pupils to focus on aspects of particular topics for a greater period of time, allowing for greater depth of study, rather than teaching both History and Geography topics simultaneously.
Progression and Assessment
Regular, ongoing observational assessments are made and recorded in the Geography Big Book. The information contributes to an end of year summative assessment.
End of unit quiz-style assessments of knowledge are made alongside observational assessments and assessments of independent work. The information contributes to an end of year summative assessment.
The impact of the curriculum will be reviewed (during the year and at the end of the year), through observations and assessments of pupils’ learning and through pupil discussions about their learning, which includes discussion of their thoughts, ideas, processing and evaluations of work.