Geography is coherently planned and sequenced towards cumulatively providing the necessary knowledge and skills for the pupils’ future to empower them to take their role as informed and active citizens in the 21st century.
Through our Geography curriculum at St. Mary’s, we aim to give children understanding of differences and commonalities between people. We look to empower children’s awareness of environmental matters and build on their knowledge of geographic diversity. Children are inspired to look at their local area, as well as the broader world around them to guide our students towards future opportunities.
The breadth of teaching approaches appropriate to the content and desired learning outcomes are used to engage all pupils and enable them to not just acquire knowledge but to apply it in meaningful contexts. Appropriate discussion is recommended as a means of checking pupils’ geographical learning systematically, identifying misconceptions and providing immediate feedback. Questions and tasks to stretch and challenge the most able pupils are incorporated where appropriate.
Revisiting ideas and concepts in different, more challenging, contexts in later units, using varied assessments and the inclusion of quizzes are all designed to help pupils remember content and integrate new knowledge into their evolving conceptual framework. Quality resources and materials are provided online to support the geography curriculum and are sequenced towards the accumulation of skills, knowledge and understanding for pupils’ futures. There is emphasis on visual literacy in the use and questioning of these resources, as geography is essentially a visual subject.
The impact of Geography is evidenced through the pupils’ use and understanding of the identified geographical vocabulary and their association of it with relevant images or features. It is evidenced by the use and outcomes of the varied activities, assessments and quizzes.
It is also demonstrated by the pupils’ ability to show progress along the ‘observe, use geographical vocabulary to describe, compare, give reasons and explain what they are learning about’ sequence, and in their acquisition, application and transferability of geographical skills. In particular, it is evidenced by the pupils’ ability, willingness and confidence in addressing and discussing each unit’s key question, giving an ability-indicative response focusing on geographical vocabulary, skills and concepts.