Geography at Adlington Primary School
At Adlington Primary School, our Geography curriculum is designed to help children understand the world, its environments, places near and far and the processes that create or affect them. It encourages a holistic approach of how the world works and develops the skills of place and locational knowledge, human and physical geography, mapping, fieldwork, enquiry, investigation, communication and technology.
Planning for Geography is a process in which all teachers are involved, to ensure than the school gives full coverage of, ‘The National Curriculum Programmes of Study for Geography 2014’ and the Early Learning Goals for ‘Understanding the World’ in the Early Years Foundation Stage.
Geography teaching at Adlington Primary School involves adapting and extending the curriculum to match all pupils’ needs. Where possible, Geography is linked to class topics. Due to mixed age classes within our school, Geography units are taught on a 2 or 3 year rolling programme. This ensures skill progression between year groups and ensures content coverage, working on the notion of end points in learning. Teachers plan to suit their children’s interests, current events, their own teaching style, and the use of any support staff and the resources available. Planning is supported and accessed from (but not solely from) Oddizzi and the Royal Geographical Society. Teachers use the school’s Geography Progression document to ensure progression is planned in for each year group within the mixed aged classes.
Progression within the curriculum is clear: it starts with what is familiar to children and extends outwards. Progression in fieldwork skills is built across units, with local visits in KS1 including Adlington and the beach, to visits in KS2 to Southport/Blackpool, the Lake District and local river fieldwork visits to Yarrow Valley/Cuerden Valley. These offer rich opportunities for mapping, technical drawing and exploring their environment in a concrete physical way. Other units offer scope for children to use digital resources, globes, atlases and Geographical Information Systems to explore regions. Key technical and geographical vocabulary is mapped and used within the planning; allowing children to build a rich bank of geographical language. Links are built with other subjects, predominantly, but not exclusively with writing, art, music, science and history.
Within geography, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school. We aspire to promote children’s independence and for all children to take responsibility in their own learning, therefore our lessons are designed to promote self and peer assessment opportunities.
We also measure the impact of our curriculum through the following methods: