Intent, Implementation and Impact

 Ince CE Primary School is led by the light of Jesus within us all, guiding us on our individual journeys through life, so that we can grow and learn together to shine as one throughout our wider community. #Let your light shine

Geography Curriculum Intent, Implementation and Impact

Intent

At Ince CE, we intend for our Geography curriculum to inspire in pupils a genuine curiosity and fascination
about the local area of Ince (Heritage), our country and the wider world and its people (Enlightenment) that will remain with them for the rest of their lives. Our well-researched teaching will equip pupils to feel confident in their knowledge about diverse places, people, resources and natural and human environments, and develop a secure understanding of the Earth’s key physical and human processes, and the interaction between them over time. Our pupils will be competent in communicating the geographical skills they have developed to collect and analyse data gathered through experiences in the classroom and of fieldwork, and their understanding of geographical
processes they have observed. Because of our carefully-sequenced, progressive curriculum and opportunities for individual and collaborative investigation, our children will be able to confidently interpret and communicate                                                                                       geographical information, including maps, diagrams, and writing at length. Children will also develop a deeper understanding of the following geographical concepts:

• Space - the location of points, features or regions and the physical and human relationships, processes and patterns that influence, connect and define them.  
• Place – Every place has a particular location and a unique set of physical and human characteristics. ‘What it is like?’, ‘What happens there?’ and ‘How and why it is changing?’  
• Scale - the 'zoom lens' that enables us to view places from global to local levels and see their interconnectedness.

As a result of our Geography curriculum we want our children to:

• Develop deep locational and place knowledge about their locality world, the United Kingdom and their locality.
• Understand subject-specific vocabulary relating to human and physical geography.
• Use geographical skills, including first-hand observation, to enhance their locational awareness.
• Understand geographical similarities and differences through studying the human and
  physical geography across the continents.
• Develop a deep understanding of the impact that leadership can have to improve the world and to promote children’s aspirations to have a positive impact locally and more widely.
• Become well-informed Courageous Advocates, making reasoned judgments about environmental issues such as………enabling them to suggest ways to campaign constructively, combat prejudice and social injustice, (bringing light to the darkness).
• Understand what has shaped their local environment (Heritage) and positively engage with it for the benefit of the whole community.
• Have an understanding and respect for other people’s faiths and beliefs and the difference it makes to their lives, deepening their understanding of the world and their own experience within it.
• Leave school as well rounded individuals with a respect and appreciation for their own heritage, religion, beliefs, morals as well as those of others.
• To develop a deeper understanding of our core values of truthfulness, hope, thankfulness, forgiveness, courage and justice and how people from the past have modelled these values to shape the world we live in today.
• Are supported to develop the 7 C’s throughout their time: confidence, curiosity, collaboration, communication, creativity, commitment and craftsmanship so that they are prepared to shine not only in the next stage in their education but to also shine in all aspects of their lives beyond their time in education. 

Geography Curriculum Implementation

Our implementation ensures full coverage of the Geography National Curriculum Programme of Study. Our curriculum intent drives the rationale for our approach, resource choices and selection of content. Our curriculum is carefully planned and structured for depth and clear progression of skills, knowledge and concepts.  We build in opportunities for children to return to aspects of learning in order to build on prior knowledge and deepen their understanding.

Geography is sequenced through well-sequenced Long Term Planning, Progression Maps, End Point Maps, Knowledge, Skills and Concept organisers, vocabulary grids and prior and post assessments.

The concepts of Heritage and Enlightenment have become the foundation and structure of our Geography curriculum implementation. These concepts have helped us to make purposeful choices in relation to geographical towns, cities and continents to be studied. These topics are strongly linked to our intent and matched to the needs of our context and community.

Each History topic is planned through a ‘Sequence of Learning’ approach that guides children through the process of:

Prior Learning and WOW Moment:

Children’s prior knowledge is assessed to inform teaching, learning and planning. Children will also take part in a WOW moment/activity to engage and introduce them to the topic.

Locational Knowledge:

Children will dive in to the locational aspects of the place of study including naming’ locating and identifying places, seas and continents.

Skills and Fieldwork:

Children will develop their understanding of the impact of fieldwork as well as improving their geographical skills including the use of compass directions, directional language and various maps.

Human Geography:

Children will develop their understanding of the Human features of a specific place of study.

Physical Geography:

Children will develop their understanding of the Physical features of a specific place of study.

Place Knowledge:

Children will use their knowledge of human and physical geography to compare and contrast two places they have studied. Children will revisit previous learning to compare to new knowledge gained.

Geographical Big Question:

Children will apply all of the knowledge and skills gained from the Geography sequence of learning to answer a ‘Geographical Big Question’.

This approach ensures all children develop geographical knowledge and skills in a range of ways to and to have a deep level of conceptual understanding. This medium term planning also ensures full coverage of national curriculum objectives, purposeful links to whole school curriculum and geographical concepts.

In addition to this, Knowledge, Skills and Concepts Organisers are created by teachers to ensure there is increased detail and depth to medium term planning. Specific knowledge and skills that children will develop at each of the ‘Sequence of Learning’ are detailed within this planning as well as subject specific key vocabulary. Enrichment activities such as WOW Moments, trips and visitors are also planned for to ensure high levels of engagement and enjoyment within our Geography provision.

Geography Curriculum Impact

As a result of a progressive, well-sequenced and purposeful Geography curriculum, the children of Ince CE Primary have a strong understanding of the Local Heritage of Wigan and Ince, towns and cities within the United Kingdom and through their termly focus of Enlightenment all continents of the world.

Children are highly skilled within geographical fieldwork. The have a knowledge and understanding of their locality, the UK and the wider world. Children can apply their learning to answer big geographical questions and explain the positive and negative aspects of living in locations around the world.

Children have the knowledge, skills and concepts needed to be successful in future learning and employment.  All children, particularly the most disadvantaged and those with special educational needs/disabilities gain the knowledge and cultural capital they need to succeed in life.  

Due to high levels of teacher subject knowledge, quality first teaching ensures children make excellent progress in learning and attainment is consistently high. Children remember in the long term the content they have been taught and can integrate new knowledge into larger concepts.  

We monitor the impact of our curriculum through: 

• Prior learning and post learning activities in core and non-core subjects. 
• Subject Leadership: Subject leads routinely monitor the effectiveness of their subjects through pupil voice exercises, work scrutiny and teaching and learning observations. 
• Progression Maps in all subjects inform and ensure a clarity of judgement against subject End Points. 

• Senior Leadership Standard Reviews and Pupil Progress Meetings take place termly to ensure no child is left behind. 
• A Strategic Assessment Calendar ensures Geography is assessed each term. This data is used to support teachers in make judgements on children’s progress and achievement. 
• A central tracking system (Target Tracker) is used to assess Geography and this data is used to make judgements on children’s progress and achievement. 

Geography Subject Leader: Mrs Deborah Redmond-Silcock