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Linacre Primary School

Learning   Progress   Success

Geography

Intent

 

The Geography curriculum at Linacre is intentionally ambitious as our purpose is to provide pupils with deep and secure Geographical knowledge.  We have the assumption that our pupils will need this deep understanding to apply this in everyday life and to study Geography at an academic level in later life.  The geography curriculum incorporates fundamental geographical knowledge and skills, allowing pupils to build on a firm foundation in future years. 

 

In KS1, pupils are taught about locations within their immediate locality.  An example of this is Year 1 identifying school, home and local landmarks on maps of the local area.  Year 2 build on this and develop looking at wider local areas such as Liverpool city centre, comparing it to Southport.  The aim of this is to develop early locational knowledge and map reading skills.  It also enables pupils to relate to a familiar area and make links to maps which can be quite abstract for young children. Concepts such as 'Population' are introduced in Year 1 and reoccur and are built upon throughout the sequence to Year 6.  

 

In KS2, an introduction to settlements, tectonic processes and hydrological and climatic processes introduce Year 3 pupils to concepts, vocabulary and knowledge that is capitalised on in subsequent years, laying important foundations of much of their future geographical learning. When pupils study Migration in Year 4, they will utilise their knowledge of settlement types in order to deepen their understanding of migration patterns. This knowledge and understanding support their comprehension of why communities develop around areas of rich natural resources, and how slums develop. The Natural Resources unit then feeds into the Year 5 unit on Energy and Sustainability, by supporting pupils’ understanding of where energy comes from and how greater sustainability can be achieved. The Year 6 units on Population and Globalisation draw on themes that have been explored throughout KS2, so pupils are really able to approach these complex topics with a great depth and breadth of knowledge. The Rivers unit in Year 4 follows on from the Water, Weather and Climate unit and pupils then continue to build on this knowledge of physical processes through the Biomes unit. The Local Fieldwork unit is in Year 6, so that pupils are exposed to geographical research in KS2. This is a crucial part of a child’s geographical education and we have intentionally incorporated this unit at the end of KS2 to capitalise on their greater maturity and geographical knowledge.

 

Experiences and visits beyond school are planned for to provide pupils with rich learning experiences, and to put the knowledge acquired into a context.  Teachers carefully select these experiences so that the learning is relevant to the knowledge that they want to embed.  

Implementation

Year 1 - 6 classrooms have a designated area of their classroom to have a Globe, UK, World and European maps on display.  Atlases are freely available for pupils to access and become familiar with.  Displays are interactive and new learning is added each lesson as a visual aid for the children to refer to.    

 

There is a 1 hour Geography lesson per week (alternated each half term with History).  Each lesson begins with a lesson review to recap any prior learning.  This is not necessarily from earlier lessons, it could be from earlier in the school year, or from previous year groups.  Key concepts run throughout each unit and are discussed and built upon.  New learning is introduced and pupils are encouraged to use knowledge organisers to retrieve information themselves.  These are then used as a tool to recap learning at a later date.  They are also displayed on class pages so that they can support homework project tasks.  At the end of the lesson, teachers include another learning review where pupils summarise the knowledge that they have learned within the lesson.  Teachers use a range of strategies to 'check understanding' including 'cold calling' and 'peer assessment'. This enables teachers to check what the children have understood and to address any misconceptions within the lesson.  Areas that need to be 'checked' again are revisited during weekly quizzing and focused on in subsequent lessons.  

 

Linacre adopts a no hands up approach so pupils are unable to opt out of tasks.  As a result, pupils interact with their learning and retain the knowledge within the lesson.   Teachers incorporate different metacognitive approaches to enable pupils to retrieve the knowledge that they have learned previously.  For example, self-checking and reflection when completing tasks.  There is an allocated session within the timetable for pupils to demonstrate that they can articulate their learning.  

Impact

Pupils are able to remember and know more from the frequent learning reviews and teachers regularly pupil checking understanding throughout lessons.  As a result of how the timetable and lesson sequences are designed, our pupils have frequent opportunities to revise and consolidate the knowledge that has been acquired during previous learning.  Pupils are assessed against the 5 or 6 key concepts as outlined in the Knowledge progression document.  This is done through evidence in pupils feedback, verbal feedback and discussion from teachers and observations from teachers within the lesson.  The constant cycle of teachers 'checking understanding' throughout the lesson also supports this.  Pupils demonstrate that they can articulate their learning as a result of 'Pupil voice' sessions throughout the week.  In addition, the teaching strategies that are incorporated into the lesson encourage independent learning.  This enables our pupils to be independent learners, despite the high challenge that the curriculum sets.  

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