Author: Cpiper

The Priory Parish CE Primary School
Geography Policy
2020
‘As a Christian family, together, we will
realise our God- given ability to
change the world.’

The Priory Parish CE Primary School
Geography Policy

Statement of Intent
At The Priory Parish CE Primary School, we believe that geography develops children’s understanding of the world in which they live through the study of place, space and environment. This policy sets out the framework in which the geography curriculum will be taught. Through this curriculum, children will understand their role within the world, by exploring locality and how people fit into a global structure. The subject also encourages children to learn through experience, particularly through practical and fieldwork activities.
Through the framework of the National Curriculum 2014, geography aims to ensure that all pupils:
Increase their awareness, knowledge and understanding of other cultures.
Develop graphic skills, including how to use, draw and interpret maps.
Gain an awareness of environmental problems at a local, regional and global level.
Commit to sustainable development.
Develop a variety of skills, including those in relation to problem-solving, computing and presenting conclusions in the most appropriate way.
Legal Framework
This policy has due regard to statutory guidance including, but not limited to, the following:
DfE (2014) ‘National Curriculum in England: Geography Programmes of Study’
DfE (2017) ‘Statutory Framework for the Early Years Foundation Stage’

Early Years Provision:
Activities and experiences for pupils will be based on the seven areas of learning and development, as outlined in the DfE’s ‘Statutory Framework for the Early Years Foundation Stage’.
Provision for Early Years pupils focusses on four specific areas:
Literacy
Maths
Understanding the world
Expressive arts and design
All activities will adhere to the objectives set out in the Framework.
In particular, geography-based activities will be used to develop pupils’ understanding of the world, helping them to comprehend a world beyond their local community.

Key Stage 1:
As outlined in the DfE’s ‘National Curriculum in England: Geography Programmes of Study’, pupils should be taught:
Locational knowledge:
Name and locate the world’s continents and oceans.
Name, locate and identify characteristics of the countries which make up the United Kingdom (UK).
Recall place knowledge.
Understand the geographical similarities and differences of areas of the UK and of a small area in a contrasting non-European country.
Human and physical geography
Identify seasonal and daily weather patterns in the UK.
Locate hot and cold areas of the world in relation to the equator.
Use basic geographical vocabulary to refer to key physical features, as well as human features, including buildings, vegetation and seasons.
Geographical skills and fieldwork
Use world maps, atlases and globes to identify the UK and any other countries studied.
Use simple compass directions, locational terminology and directional language to describe the location of features and routes on a map.
Use aerial photos and plan perspectives to recognise landmarks and basic human and physical features.
Devise a simple map and construct basic symbols in a key.
Use observational skills to study the geography of the school and identify the key human and physical features of the surrounding environment.

Key Stage 2:
As outlined in the DfE’s ‘National Curriculum in England: Geography Programmes of Study’, pupils should be taught:
Locational knowledge
Use maps to locate countries around the world, concentrating on Europe’s and North and South America’s environmental regions, major cities and key characteristics.
Identify counties and cities of the UK, geographical regions and their identifying characteristics, key topographical features and land-use patterns.
Understand the location and significance of the Tropics of Cancer and Capricorn, the Equator, the Northern and Southern Hemisphere, the Arctic and Antarctic Circle, the Greenwich Meridian and other time zones.
Place knowledge
Identify geographical similarities and differences through the study of human and physical geography of one region in the UK, Europe and North or South America.
Identify human and physical geography.
Describe and understand key aspects of physical and human geography, including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, the water cycle, types of settlement and land use, economic activity and the distribution of natural resources.
Geographical skills and fieldwork
Use maps, atlases, globes and digital/computer mapping to locate countries.
Use the 8 points of a compass and four- and six-figure grid references and symbols to build knowledge.
Use a range of methods (sketch maps, plans and graphs, and digital technologies) to record the human and physical features in the local area.

Roles and Responsibilities
Geography Subject Lead:
To maintain key documents:
Prepare policy and curriculum plans.
Review changes to the National Curriculum and advising on implementation.
To monitor learning and teaching in geography for continuity and progression:
Analysis of Knowledge Organisers to ensure high standards and effective learning opportunities are deployed across all years.
Book scrutiny to analyse implementation of Knowledge Organisers and learning outcomes.
Audit resources annually to support effective teaching and learning.
Collate data (Knowledge Organiser learning) to set new priorities for the development of geography in subsequent years.
To provide support for all staff to maintain and enhance practice:
Evaluate colleagues’ expertise and identify areas for development (CPD).
Attend and disseminate CPD courses to better lead and support colleagues.
Liaise across all phases to communicate developments in the subject.
Advising on the contribution of geography to other curriculum areas, including cross-curricular and extra-curricular activities.

Teaching Staff:
Act in accordance with this policy.
Ensure progression of pupils’ geographical skills, with due regard to the National Curriculum.
Plan lessons effectively, ensuring a range of teaching methods are used to cover the content of the National Curriculum.
Liaise with the geography coordinator about key topics, resources and supporting individual pupils.
Monitor the progress of pupils in their class and reporting this on an annual basis.
Report any concerns regarding the teaching of the subject to the geography coordinator or a member of the senior leadership team (SLT).
Undertake any training that is necessary in order to effectively teach the subject.

Teaching and learning:
The Priory Parish CE Primary School values of love, friendship, respect, faith, responsibility and kindness are embraced and nurtured in all learning experiences.
In this way, our geography curriculum teaches children to:
Describe key characteristics and associated processes in common language, as well as understand and use technical terminology and specialist vocabulary.
Work independently and in groups to discuss work with fellow classmates.
Undertake a wide range of geographical, enquiry-based research activities, including: questioning, predicting and interpreting; pattern seeking; practical experiences; collaborative work, role-play and discussions; problem-solving activities; classifying and grouping; researching using secondary sources.
Through active and exploratory learning, our children search for evidence and recognise their role in raising awareness of the ‘issues of the day’ on a local and global scale. Collaboration, empathy and reflectiveness are at the heart of geography teaching and learning. We use teaching and learning experiences that provoke the conscience of our children and launch them into action as proactive global citizens for life.
Differentiation and Inclusion:
The classroom teacher, in collaboration with the geography coordinator, will ensure that the needs of all pupils are met by:
Setting tasks which can have a variety of responses.
Providing resources of differing complexity according to the ability of pupils.
Setting tasks of varying difficulty depending on the ability group.
Utilising teaching assistants to ensure that pupils are effectively supported.
Opportunities for outdoor learning and practical work will be provided wherever possible, such as investigating local environmental problems.
Lessons will involve the use of a variety of sources, including maps, data, statistics, graphs, pictures and videos.
Each year group will have the opportunity to undertake an external educational visit, which is geography based.

Planning:
All relevant staff members are briefed on the school’s planning procedures as part of staff training. Throughout The Priory Parish CE Primary School, geography is taught as a discrete lesson and as part of cross-curricular themes when appropriate.
Teachers will use the key learning content in the DfE’s statutory guidance (‘Statutory Framework for the EYFS’ and ‘NC in England: Geography Programmes of Study’):
Long-term:
Long-term planning will be used to outline the units to be taught within each year group, called ‘Curriculum Design’.
Medium-term:
Medium-term planning (Knowledge Organisers) will be used to outline the vocabulary and skills that will be taught in each unit of work, as well as highlighting the opportunities for assessment through key questions.
Medium-term plans will identify learning objectives, key skills and vocabulary.
Medium-term plans will be shared with the geography coordinator (available electronically to all staff) to ensure there is progression between years.
Lessons:
Lessons will demonstrate a balance of interactive elements used in teaching, ensuring that all pupils engage with their learning.
Teachers will work progressively to ensure lessons reflect the needs and progression of the children they teach.
All lessons will have clear learning objectives, which are shared and reviewed with pupils (via the Knowledge Organiser).
Assessment:
The geography subject lead will ensure that assessment :
Is embedded as an essential part of teaching and learning.
Involves sharing learning objectives and success criteria with pupils.
Aims to help pupils to know and recognise the standards they are aiming.
Involves pupils in peer and self assessment.
Provides subject specific feedback which leads pupils to recognising their next steps and how to take them.
Involves both teachers and pupils reviewing and reflecting on assessment data.

Assessment and Reporting:
The geography subject lead will ensure that:
Pupils are assessed and their progression recorded in line with the school’s Primary Assessment Policy.
Throughout the year, teachers plan on-going creative assessment opportunities (against the Knowledge Organiser) in order to gauge whether pupils have achieved the key learning objectives.
Assessment will be undertaken in various forms, including the following:
Talking to pupils and asking questions.
Discussing pupils’ work with them.
Marking work against the learning objectives.
Specific assignments for individual pupils.
Observing practical tasks and activities.
Pupils’ self-evaluation of their work.
Formative assessment through, for example, questioning and ’quizzes’ (including ’Fab Facts’).
Formative assessment is carried out informally throughout each unit. It enables teachers to identify pupils’ understanding of subjects and informs subsequent teaching and learning.
Summative assessments will be completed termly using the language: Working Towards, Expected, and Greater Depth.
End-of-year assessments will be passed to relevant members of staff, such as the pupil’s future teacher, in order to demonstrate where learners are at a given point in time.
Parents will be provided with a written report about their child’s progress during the summer term every year. These will include information on the pupil’s attitude towards geography, understanding of geographical terminology, investigatory skills and the knowledge levels they have achieved.
Verbal reports will be provided at parent-teacher interviews during the Autumn and Spring terms.
Pupils with special educational needs and disabilities will be monitored by the special educational needs coordinator.

Monitoring and Review:
This policy will be reviewed on an annual basis by the geography coordinator.
The geography coordinator will monitor teaching and learning in the subject at the Priory Parish CE Primary School, ensuring that the content of the National Curriculum is covered across all phases of pupils’ education.
Any changes made to this policy will be communicated to all teaching staff.
Signed : _________________________________ Date : __________________________
Chair of Governors
Signed : _________________________________ Date : __________________________
Headteacher
Date to be reviewed : ____________________