Intent

At Hazlemere C of E we aim to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. 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. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it and develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. We aim to build an awareness of how Geography shapes our lives at multiple scales and over time through our carefully sequenced scheme of work. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them. This 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 and how it differs from other areas of the world.

• A growing understanding of geographical terms and vocabulary

Implementation

Our curriculum is based on the Kapow Primary scheme which has a clear progression of skills and knowledge within four key strands across each year group. These include: Locational knowledge, Place knowledge, Human and physical geography, and Geographical skills and fieldwork.

The Kapow scheme follows a spiral curriculum with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. Locational knowledge is 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.

Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. Enquiry questions form the basis for each unit, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer these questions. In attempting to answer them, children learn how to collect, interpret and present 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. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods.

Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical hands-on, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Teachers are also able to adapt their teaching to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are also available if required.

Impact

Pupil progress is measured through the following methods:

• Assessing children's understanding of topic linked vocabulary before and after a unit is taught

• Summative assessment of pupil discussions about their learning

• Images and videos of the children's practical learning

• Interviewing the children about their learning (pupil voice)

• Moderation in staff meetings where books are scrutinised and there is an opportunity for dialogue between teachers to understand their class's work

• Marking of written work

• Subject leader monitoring through lesson drop ins, teacher voice, action plans and governor reports