Queen's Crescent School
Geographers at Queen's Crescent
Being a Geographer
Lead Geographer: Mr Jacob Miles
Intent:
Geography is an inspiring subject which creates a curiosity in children and fascination about the world and its people that will remain with them for the rest of their lives. Geography is delivered to a high-quality, our teaching equips pupils 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 process. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected, and change over time.
Through our Geography curriculum, we aim to ignite curiosity and fascination about places and people in the world. We have designed our geography curriculum so that progressively through the school, the children can gain an extensive knowledge of geographical information, vocabulary and experiences.
We recognise that in our school community, we have a limited representation of a range of diverse cultures and beliefs, therefore, it is essential that children learn to appreciate the value of diversity in Wiltshire as a priority alongside of extending out to gain a full understanding of human geography around the world. We currently have links with schools in Gambia, Hong Kong and the Netherlands. We want our children to appreciate what they have in common with others around the world and enquiries such as ‘How are classrooms the same?’ in Year 2, encourage children to think about how children in schools around the world are similar to them, rather than purely focusing on difference.
As Geographers, our pupils make full use of our local environment, with much of our geography fieldwork taking place in our local area: the River Avon which runs through our town and the railway bridges built by Brunel! Our school is now part of a sustainability project, where we hope to become a more eco-friendly and sustainable school over the next few years.
Aims:
The national curriculum for geography aims to ensure that all pupils:
- Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- Are competent in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
How do we teach Geography and why has this approach been chosen?
Geography is taught through our enquiry-led curriculum (see ‘Our Curriculum’ section of the website), where our goal is for our children to become geographers.
- As ‘Geographers’ pupils learn the relevant disciplinary and substantive knowledge and then apply it through an enquiry challenge. Enquiries are carefully planned to ensure they are meaningful, localised (where possible) and progressive. Our Geography curriculum progression grids are used in order to ensure disciplinary and substantive knowledge build year on year. This ensures that by the end of year 6, pupils have the skills and knowledge to support their future studies.
Our aim is to offer practical experiences, visits, visitors to enhance the learning of Geography such as ‘Outdoor Learning’ in the school grounds, world events such as Diwali and world Earth day and visits to enrich the research within our enquiries across the school.
What our geography lessons involve:
| Re-cap prior knowledge |
These information recall activities may involve :
|
| New information presented in small and simple steps |
Children are then given time to practise applying the new knowledge, in an effort to support working memory. |
| Teachers pose carefully considered questions |
This allows pupils to deepen their understanding. |
| Clear modelling |
Teacher demonstrate a new concept or approach to learning |
| Scaffolding |
Children’s activities are matched to their needs. The learning is broken up into chunks and pupils are provided with the tools and structures needed to be successful. |
| Working Walls |
These are used to display the learning journey through an enquiry. |
Children’s learning is documented in enquiry books
|
Year 1 enquiry- Where is my school? Exploring maps of the school and using keys to locate areas within the school grounds. |
Year 2 enquiry- How are schools the same? Exploring similarities between their own school and others around the world using maps to help them. |
|
Year 3 enquiry- Where does darkness come from? A snow machine was hired so that they could imagine life in the arctic. |
Year 4 enquiry- Why do we live here? Using historical maps to compare features within Chippenham then and now. |
Children’s learning is show through our class displays
 |
|
 |
 |
Geography outcomes:
Geography is monitored by the geographer lead throughout the year in the form of book looks, lesson observations and pupil conferencing. Classroom displays evidence the work the children have completed throughout a geography unit.
Teachers continually assess children in geography lessons and complete an enquiry assessment at the end of each enquiry. Progression grids act as a reference for end of year expectations for each year group and teachers are aware of the entry and exit points for their children.
The lead geographer works closely with the link governor to assess the impact of geography curriculum each year.
Challenge weeks (Year 4- Why do we live here?)
 |
 |
Children across the school exploring the local area and our school:
 |
Queen's Crescent School
Geographers at Queen's Crescent
Being a Geographer
Lead Geographer: Mr Jacob Miles
Intent:
Geography is an inspiring subject which creates a curiosity in children and fascination about the world and its people that will remain with them for the rest of their lives. Geography is delivered to a high-quality, our teaching equips pupils 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 process. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected, and change over time.
Through our Geography curriculum, we aim to ignite curiosity and fascination about places and people in the world. We have designed our geography curriculum so that progressively through the school, the children can gain an extensive knowledge of geographical information, vocabulary and experiences.
We recognise that in our school community, we have a limited representation of a range of diverse cultures and beliefs, therefore, it is essential that children learn to appreciate the value of diversity in Wiltshire as a priority alongside of extending out to gain a full understanding of human geography around the world. We currently have links with schools in Gambia, Hong Kong and the Netherlands. We want our children to appreciate what they have in common with others around the world and enquiries such as ‘How are classrooms the same?’ in Year 2, encourage children to think about how children in schools around the world are similar to them, rather than purely focusing on difference.
As Geographers, our pupils make full use of our local environment, with much of our geography fieldwork taking place in our local area: the River Avon which runs through our town and the railway bridges built by Brunel! Our school is now part of a sustainability project, where we hope to become a more eco-friendly and sustainable school over the next few years.
Aims:
The national curriculum for geography aims to ensure that all pupils:
- Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- Are competent in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
How do we teach Geography and why has this approach been chosen?
Geography is taught through our enquiry-led curriculum (see ‘Our Curriculum’ section of the website), where our goal is for our children to become geographers.
- As ‘Geographers’ pupils learn the relevant disciplinary and substantive knowledge and then apply it through an enquiry challenge. Enquiries are carefully planned to ensure they are meaningful, localised (where possible) and progressive. Our Geography curriculum progression grids are used in order to ensure disciplinary and substantive knowledge build year on year. This ensures that by the end of year 6, pupils have the skills and knowledge to support their future studies.
Our aim is to offer practical experiences, visits, visitors to enhance the learning of Geography such as ‘Outdoor Learning’ in the school grounds, world events such as Diwali and world Earth day and visits to enrich the research within our enquiries across the school.
What our geography lessons involve:
| Re-cap prior knowledge |
These information recall activities may involve :
|
| New information presented in small and simple steps |
Children are then given time to practise applying the new knowledge, in an effort to support working memory. |
| Teachers pose carefully considered questions |
This allows pupils to deepen their understanding. |
| Clear modelling |
Teacher demonstrate a new concept or approach to learning |
| Scaffolding |
Children’s activities are matched to their needs. The learning is broken up into chunks and pupils are provided with the tools and structures needed to be successful. |
| Working Walls |
These are used to display the learning journey through an enquiry. |
Children’s learning is documented in enquiry books
|
Year 1 enquiry- Where is my school? Exploring maps of the school and using keys to locate areas within the school grounds. |
Year 2 enquiry- How are schools the same? Exploring similarities between their own school and others around the world using maps to help them. |
|
Year 3 enquiry- Where does darkness come from? A snow machine was hired so that they could imagine life in the arctic. |
Year 4 enquiry- Why do we live here? Using historical maps to compare features within Chippenham then and now. |
Children’s learning is show through our class displays
|
|
|
|
Geography outcomes:
Geography is monitored by the geographer lead throughout the year in the form of book looks, lesson observations and pupil conferencing. Classroom displays evidence the work the children have completed throughout a geography unit.
Teachers continually assess children in geography lessons and complete an enquiry assessment at the end of each enquiry. Progression grids act as a reference for end of year expectations for each year group and teachers are aware of the entry and exit points for their children.
The lead geographer works closely with the link governor to assess the impact of geography curriculum each year.
Challenge weeks (Year 4- Why do we live here?)
|
|
Children across the school exploring the local area and our school:
|
Queen's Crescent School
Geographers at Queen's Crescent
Being a Geographer
Lead Geographer: Mr Jacob Miles
Intent:
Geography is an inspiring subject which creates a curiosity in children and fascination about the world and its people that will remain with them for the rest of their lives. Geography is delivered to a high-quality, our teaching equips pupils 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 process. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected, and change over time.
Through our Geography curriculum, we aim to ignite curiosity and fascination about places and people in the world. We have designed our geography curriculum so that progressively through the school, the children can gain an extensive knowledge of geographical information, vocabulary and experiences.
We recognise that in our school community, we have a limited representation of a range of diverse cultures and beliefs, therefore, it is essential that children learn to appreciate the value of diversity in Wiltshire as a priority alongside of extending out to gain a full understanding of human geography around the world. We currently have links with schools in Gambia, Hong Kong and the Netherlands. We want our children to appreciate what they have in common with others around the world and enquiries such as ‘How are classrooms the same?’ in Year 2, encourage children to think about how children in schools around the world are similar to them, rather than purely focusing on difference.
As Geographers, our pupils make full use of our local environment, with much of our geography fieldwork taking place in our local area: the River Avon which runs through our town and the railway bridges built by Brunel! Our school is now part of a sustainability project, where we hope to become a more eco-friendly and sustainable school over the next few years.
Aims:
The national curriculum for geography aims to ensure that all pupils:
- Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- Are competent in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
How do we teach Geography and why has this approach been chosen?
Geography is taught through our enquiry-led curriculum (see ‘Our Curriculum’ section of the website), where our goal is for our children to become geographers.
- As ‘Geographers’ pupils learn the relevant disciplinary and substantive knowledge and then apply it through an enquiry challenge. Enquiries are carefully planned to ensure they are meaningful, localised (where possible) and progressive. Our Geography curriculum progression grids are used in order to ensure disciplinary and substantive knowledge build year on year. This ensures that by the end of year 6, pupils have the skills and knowledge to support their future studies.
Our aim is to offer practical experiences, visits, visitors to enhance the learning of Geography such as ‘Outdoor Learning’ in the school grounds, world events such as Diwali and world Earth day and visits to enrich the research within our enquiries across the school.
What our geography lessons involve:
| Re-cap prior knowledge |
These information recall activities may involve :
|
| New information presented in small and simple steps |
Children are then given time to practise applying the new knowledge, in an effort to support working memory. |
| Teachers pose carefully considered questions |
This allows pupils to deepen their understanding. |
| Clear modelling |
Teacher demonstrate a new concept or approach to learning |
| Scaffolding |
Children’s activities are matched to their needs. The learning is broken up into chunks and pupils are provided with the tools and structures needed to be successful. |
| Working Walls |
These are used to display the learning journey through an enquiry. |
Children’s learning is documented in enquiry books
|
Year 1 enquiry- Where is my school? Exploring maps of the school and using keys to locate areas within the school grounds. |
Year 2 enquiry- How are schools the same? Exploring similarities between their own school and others around the world using maps to help them. |
|
Year 3 enquiry- Where does darkness come from? A snow machine was hired so that they could imagine life in the arctic. |
Year 4 enquiry- Why do we live here? Using historical maps to compare features within Chippenham then and now. |
Children’s learning is show through our class displays
|
|
|
|
Geography outcomes:
Geography is monitored by the geographer lead throughout the year in the form of book looks, lesson observations and pupil conferencing. Classroom displays evidence the work the children have completed throughout a geography unit.
Teachers continually assess children in geography lessons and complete an enquiry assessment at the end of each enquiry. Progression grids act as a reference for end of year expectations for each year group and teachers are aware of the entry and exit points for their children.
The lead geographer works closely with the link governor to assess the impact of geography curriculum each year.
Challenge weeks (Year 4- Why do we live here?)
|
|
Children across the school exploring the local area and our school:
|