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Geography

Intent: Geography Rationale

At Wick we are all geographers! We want our learners to love geography; we aspire for them to have no limits to their ambitions and hope to enthuse them to become cartographers and volcanologists! We want them to embody our core values: we believe that we can all inspire and achieve together in geography. The geography curriculum has been carefully developed so that our children develop their geographical capital. Bringing geography alive and developing fieldwork skills is important at Wick C E Primary School. We hope our children remember their geography lessons in our school, cherish these memories and embrace the exciting geographical opportunities they are presented with! 

 Implementation: How Geography is taught at Wick

 

Each term, each year group in Key Stages 1 and 2 will have a central topic that looks at a key aspect of Geography or History; geography topics are therefore taught around three times per year in each class. Classes dedicate at least an hour a week to either history or geography and cross-curricular links are often made. We ensure that children are taught a wide range of geographical phenomena as they progress through the school. Teaching should equip 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 processes

As well as ensuring children learn about the geography of Britain and the wider world, opportunities to explore the local environment are exploited. Year 1 are introduced to the geography; Year 4 have an exciting fieldtrip to a local river;  Year 5 explore the coast first-hand on a trip to Weston-super-Mare; and Year 6 study urban maps of Bristol before and during their walking tour of the City. Additionally, Years 5 and 6 have the enrichment opportunity of school camp, where, for example, they can experience a cave environment for themselves.

Our Geography topics lead themselves to a broad and balanced cross-curricular learning experience. For example: Year 6 children enjoy considering the weather and features of mountains when designing a sleeping bag for a mini mountaineer in DT.

At Wick, we support learners:

  • To have curiosity and fascination about the world and its people.
  • To understand and describe key human and physical geographical features of the world.
  • To understand the formation and use of landscapes and environments.
  • To research independently and in-depth, including through home learning tasks.
  • To present their thoughts in a variety of ways, including through home learning tasks.
  • To be able to interpret a range of geographical information such as maps and diagrams.
  • As they progress, to deepen their understanding of the interaction between physical and human processes and develop critical thinking about the causes and effects of human and physical geography phenomena, including climate change. 

Impact: How Geography is assessed at Wick

 

  • The subject leader ensures that both knowledge and skills are taught simultaneously through monitoring of topic plans, learning walks, pupil voice and book scrutiny.
  • Each topic has specific objectives which enable the teacher to assess whether pupils in each year group have achieved the ‘expected’ standard. The school’s skills ladders support teachers to break down the skills and progression required in each year group; they also support teachers to support and deepen learners’ understanding depending on need.
  • To have reached this standard, pupils will have demonstrated they have achieved the objectives for each topic. Effort levels are reported to parents in the pupil’s annual report. Attainment levels are reported by class teachers to SLT each year.
  • Children will use geographical language to describe and discuss their knowledge of the world.
  • Children will develop a love for geography which will be shown through their enthusiasm in lessons, uptake of geography home learning tasks and questions they ask to deepen their own understanding.

 

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