Geography at Compton
Curriculum Intent
INTENT
At Compton Primary School, our intent for the Geography curriculum is to ignite a curiosity and fascination about the world and its people in our students. We aim to provide a well-rounded and enriching education in Geography that enables our pupils to develop a deep understanding of diverse cultures, environments and global issues. Our intent is to equip our students with the knowledge, skills and understanding to become responsible global citizens who are aware of their place in the world.
As a school we map
· Breadth of study- the topics the students will study
· Threshold concepts- the big ideas in geography that students will explore through every topic (investigate places, investigate patterns and communicate geographically)
· Milestones- the goals that students should reach to show thy are meeting the expectations of the curriculum.
Milestones are the goals that students are aiming for, through developing a strong schema based on knowledge, vocabulary and tasks children progress through the milestones.
Within the geography curriculum, we use 7 knowledge categories that enable children to identify common themes and make links throughout different geographical concepts. The knowledge categories are: location, physical features, human features, diversity, physical process, human process and techniques.
Implementation
To achieve our intent, we have carefully designed a progressive and engaging Geography curriculum that is tailored to the needs and interests of our pupils. We use a variety of teaching methods and resources to inspire our students and make learning accessible and enjoyable. Our Geography lessons incorporate a range of activities such as fieldwork, map reading, research projects, and virtual tours to ensure that students develop a rich understanding of geographical concepts.
Our dedicated team of teachers are committed to delivering high-quality Geography lessons that are relevant, challenging and thought-provoking. We provide opportunities for students to develop their geographical skills such as map reading, data interpretation, and critical thinking. We also encourage students to explore real-world issues and make connections between their learning and the world around them.
What geography looks like in lessons:
- Children gain a deeper understanding of geography through the use of resources.
- Geographical skills are developed through using maps, atlases, aerial pictures, globes and online mapping.
- Knowledge gained about geography with connections made between units.
- Key vocabulary is identified, discretely taught with clear explanations.
- Geographical themes and vocabulary are accompanied with dual coding to improve understanding and use by students.
- Thinking maps are used to help children organise key information.
- Key questions are posed using a variety of strategies to encourage participation and allow assessment of the class
Impact
The impact of our Geography curriculum at Compton Primary School is evident in the knowledge, skills and attitudes our students develop. Through our curriculum, students are able to demonstrate a deep understanding of geographical concepts, such as climate change, globalisation, and sustainability. They are able to confidently apply their skills in map reading, data analysis, and critical thinking to real-life situations.
Our students also develop a strong sense of empathy and respect for different cultures and environments around the world. They are able to make informed decisions and take action to make a positive impact on the world around them. The impact of our Geography curriculum is further demonstrated in the high attainment levels and positive attitudes of our students towards Geography.
In conclusion, our Geography curriculum at Compton Primary School is designed to inspire, empower and educate our students to become responsible global citizens who are equipped to make a positive impact on the world.
Formative Assessment
- Pre-unit diagnostic assessment
- Verbal Feedback – the vast majority of feedback is in conversation with the pupil, allowing misconceptions to be spotted and effectively addressed at an early stage.
Summative Assessment
- End of unit assessment - assessed against key stage Milestones
- Proof of Progress (POP) tasks against the milestones.
- Expectations in line with English