Intent

At Beech street, we want to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world.  We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. Through our scheme of work, we aim to build an awareness of how Geography shapes our lives in our local area of Eccles, at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

Our scheme encourages:

• A strong focus on developing both geographical skills and knowledge.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• The development of fieldwork skills across each year group.
• A deep interest and knowledge of pupils’ locality of Eccles and Manchester and how it differs from other areas of the world.
• A growing understanding of geographical concepts, terms and vocabulary.

Our scheme of work enables pupils to meet the end of key stage attainment targets in the National curriculum. The aims also align with those in the National curriculum. For EYFS, the activities allow pupils to work towards the ‘Understanding the world’ Development matters statements and Early learning goals, while also covering foundational knowledge that will support them in their further geography learning in Key stage 1.

Impact

The National curriculum organises the Geography attainment targets under four subheadings:

• Locational knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork

Our Geography scheme has a clear progression of skills and knowledge within these four strands across each year group. The Progression of skills and knowledge document shows the skills taught within each year group and how these develop to ensure that attainment targets are securely met by the end of each key stage. Geographical key concepts are woven across all units rather than being taught discretely as seen in the Progression of key geographical concepts.

The National curriculum coverage document shows which of our units cover each of the National curriculum attainment targets as well as each of the four strands in Key stage 1 and 2. The document also reflects which Development matters statements and Early learning goals are met in each activity within the EYFS units. Our scheme at Beech street is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. For example in KS1 pupils use maps to locate countries of the UK and the seven continents and by the end of KS2 we expect them to use atlases, maps, globes and digital mapping to locate countries they are studying. Locational knowledge, in particular, will be reviewed in each unit to coincide with our belief that this will consolidate children’s understanding of key concepts, such as scale and place, in Geography.

The two EYFS units provide a solid foundation of geographical skills, knowledge and enquiry for children to transition successfully onto Key stage 1 Geography learning, whilst also working towards the Development matters statements and Early Learning Goals.

Implementation

Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. For example in Year 3 when learning where mountains are found pupils revisit learning in Science on rocks.

Enquiry questions form the basis for our Key stage 1 and 2 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. For example in Year 2 pupils make an informed decision as to whether they would like to live in a hot or a cold place.  These questions are open-ended with no preconceived answers and therefore are genuinely purposeful and engage pupils in generating a real change. In attempting to answer them, children learn how to collect, interpret and represent data using geographical methodologies and make informed decisions by applying their geographical knowledge.

Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible.  Fieldwork includes smaller opportunities on the school grounds to larger-scale visits to investigate physical and human features. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods. For example in Year 2 children learn how to use a compass in the school grounds, and in Year 6 they decide on the best place for a solar panel in the school grounds. It also gives children the confidence to evaluate methodologies without always having to leave the school grounds and do so within the confines of a familiar place. This makes fieldwork regular and accessible while giving children a thorough understanding of their locality.

Geography is taught on a half termly basis at Beech street with the other half term being history, lessons are timetabled weekly. Knowledge is revisited during end of the week quizzes and daily bring it back activities, this constant revisiting ensure children know and remember more.  Geography is constantly referred to during other lessons and world and UK maps are visible in every classroom.

Some children participate in Forest School weekly, where they encounter nature and develop new vocabulary and communication skills while enhancing their holistic development.

Through our thoughtful Geography curriculum, we aim to equip our students with the knowledge, skills, and understanding necessary to navigate and appreciate the complexities of their world.