Tregony Community Primary School

Geography

The School is currently reviewing the curriculum

At Tregony we provide high quality geography lessons which inspire in children a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. We aim to equip children with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. This, in turn, will enable children to develop a greater understanding and knowledge of the world, as well as their place in it.

Intent

To deliver the geography National Curriculum, which identifies four key areas: locational knowledge, place knowledge, human and physical geography and geographical skills and fieldwork.
To inspire in children a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
To equip children with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
To enable children to develop a greater understanding and knowledge of the world, as well as their place in it
To deliver an investigative subject, which develops an understanding of concepts, knowledge and skills.
To provide a curriculum that is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at primary school and also to their further education and beyond.
To develop an understanding of the key human and physical geographical features of Cornwall and our local area.

Implementation

Each class in Tregony School will work through a number of different units of
geography throughout the year. From KS1 to KS2 the scope of each unit increases,
expanding from our pupils’ own environment to the wider world. Place studies start
local and increase in scale to regional, national and global, allowing for revisiting,
developing and challenging ideas and concepts. Similarly, consideration of the
weather and seasons progresses to more in-depth study of the importance of climate
and finally addresses protecting environments from global warming and combating
climate change. Some units are essentially human geography, other physical
geography, but most are holistic geography, considering human and physical
geography together – the real, undifferentiated world of our pupils.
Each unit starts with the unit title and key enquiry question for the unit. Within each
unit there is time for the pupils to think deeply about an area of learning in a topic
before they move on to the next one. They will have many opportunities to ask
questions, discuss, communicate understanding and revise their ideas.
Each unit ends with ‘The Big Finish’ which is designed to consolidate, share and
celebrate the learning that has taken place. Many have a strong cross-curricular link
and provide opportunities for creative learning.

Impact

The impact of the teaching of geography at Tregony School 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 provided. It is also
demonstrated by our 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 our 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.
The outcomes/assessment for Reception are the Early Learning Goals.