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22/05/20

Well done to all of our Learners of the Week! https://t.co/SWrXykFGCz

22/05/20

Happy Birthday to Sophia in Tiger Class, Maisie in Alpaca Class, Sienna in Panda Class and Isaac in Meerkat Class who will all be celebrating this half term. We hope you have a wonderful day! https://t.co/CiN3teDrgG

22/05/20

Riley and Zack in Owl Class have been busy baking some super space creations! They almost look to good to eat!! https://t.co/aBphVsRdwH

22/05/20

There are lots of idea's for scavenger hunts that you could try this half term, please visit our website for more ideas. https://t.co/1AOCumEVvO https://t.co/fljddbXyhD

22/05/20

If you are concerned about a young person’s mental health you can call the Single Point of Access on 0300 1234496. The SPA is there to help explore the difficulties and find the most appropriate response. We are still . https://t.co/uyEbn1lwEN

21/05/20

Erika has fully immersed herself in the world of "Aliens Love Underpants"! https://t.co/RMzUWL0PMg

21/05/20

Oliver drew a map to show where he would go if he could fly - he would visit his grandparents. https://t.co/xi7XSKU3e0

21/05/20

Oliver took his sniffer dog to the pond to investigate a case of mysterious flying frogs on lily pads. https://t.co/ZELGYWOXla

21/05/20

Finn created a fearsome dragon, then devised his own costume. https://t.co/13V4kcUdxR

21/05/20

Theo made a flying robot so he can fly to the jungle and see dinosaurs. https://t.co/2TGpDPwKmM

21/05/20

Panda Class have been exploring the topic of Fantasy Flight, take a look at our twitter posts to see the variety of wonderful learning, well done Pandas!

21/05/20

Aged between 10-16 and need mental health support? Kooth is . Please visit https://t.co/Fggon0CbdG to register for our supportive online community where we have lots of guided support courses and resources for you. https://t.co/z7YHCNIiD4

21/05/20

Jasmine in Meerkat Class performed this brilliant song for National Thank a Teacher Day, thank you Jasmine. https://t.co/pPZ4Z06soX

21/05/20

Aleks in Alpaca Class decorated this wonderful poster for National Thank a Teacher day, thank you Aleks. https://t.co/HWBToRrULp

20/05/20

Some art work from Penguin Class linked to this week's topic on fantasy flight! https://t.co/sswDV8lFl3

20/05/20

Text ‘Kent’ to 85258 for in the moment help if life gets overwhelming and you need immediate support. No fee,no registration or data required-it is silent,free,confidential & anonymous. Here for young people and adults,24/7. https://t.co/B70eRCi7w2

19/05/20

Henry in Year 3 has been sharing his baking efforts with his elderly neighbour who's wife is currently in hospital. He also safely delivered slices to his Nanny and Grandad too. https://t.co/KPtAJ5JCU4

19/05/20

Based on the short film 'Adrift' Harry in Dolphin Class created this poster advertising holidays on a Whale's back! https://t.co/o4olOsQgAZ

19/05/20

Our very own Riley submitted the first entry to the VIAT STEAM competition & it's brilliant! Well done! You can watch his video about how planes fly here - https://t.co/bC8FfXgXVZ And find full details about the competition, and enter yourself, here - https://t.co/v5S1ZXgkvD https://t.co/7TXNKsyYGz

19/05/20

Alex in Owl Class has made this lovely space picture! https://t.co/F9x3GvqR1u

19/05/20

Eloise in Alpaca Class shared the story 'The Paper Dolls' with her family and then made a paper chain of Paper Dolls. https://t.co/QrgzejAW2Y

19/05/20

Faye in Alpaca Class made a fantastic fact file all about flight. https://t.co/EGex6KTVQi

19/05/20

Isla in Alpaca Class made a beautiful airplane. https://t.co/X1Mu5XIoDh

19/05/20

Madison in Meerkat Class has been coding and has made a space - themed thank you for the NHS! https://t.co/jz0WlHxxlX

19/05/20

If your child is aged 4-19 and struggling with their emotional health, you can access support from the Children and Young People’s Counselling Service. Go to https://t.co/mbe1FbUQfQ or call 0300 123 4496 for more info. https://t.co/G8PqGzVoqX

19/05/20

For some inspiration on Random Act of Kindness please click the link below: https://t.co/6Ar6aoVIOZ

18/05/20

Family time online, with David Walliams. https://t.co/XznQjoJNV6

18/05/20

Online safety for kids, with Marvin & Rochelle. https://t.co/SSloSJg1U7

18/05/20

How to stay happy and healthy at home, with Fearne Cotton. https://t.co/tFOJ405oSF

18/05/20

Tech Tips for home schooling, with David Walliams. https://t.co/RyuldEgCwp

18/05/20

This , Moodspark is . They provide mental health support to young people in Kent, and their website is full of useful resources and service information for parents and teachers too: https://t.co/Kc7ZrxF0t4 https://t.co/W7rpZOjTEg

18/05/20

Mental Health Awareness Week https://t.co/PEuJqQCXA9

18/05/20

Please see the link below for information on the 'Ripple Kindness Project' as part of Mental Health Awareness week. https://t.co/GPEe4IPz59

18/05/20

It is Mental Health Awareness Week - Kindness Matters, please click the link below for more information. https://t.co/BZtoz8yiXB

18/05/20

Rohan in Owl Class with his flying machine. https://t.co/3qZ97Pvbs8

15/05/20

Well done to all of our Learners of the Week! https://t.co/sPnxBb83y1

15/05/20

Arjun in Meerkat Class received a thank you letter and certificate from The Royal Marsden Hospital, he recently had a sort out and donated 3 black sacks full of new and nearly new toys to their children ward! https://t.co/fTsu3QtDVz

15/05/20

Books for Topics is a great link to use to access books and reading while libraries, bookshops and classrooms are limited for most children, follow the link below: https://t.co/qvSex4X5XW

15/05/20

With access to libraries, classrooms and bookshops limited for most children, Books for Topics have been busy finding some of the best online story times for children to use freely at home: https://t.co/qvSex4X5XW Have a look! We think they're great! https://t.co/3p1QsZxsVc

Geography

Introduction

Geography is the study of places. It explores the relationships between the world and its people. It studies the location of the physical and human features of the earth and the processes, systems and inter-relationships that create and influence them. It examines how people affect, manage and sustain their environment. 
Geographical enquiry helps children to learn about their immediate surroundings, the broader world and how the environment can affect their lives and determine decision-making. The study of geography helps to develop a sense of identity and promotes responsible citizenship.  

Geography curriculum intent, implementation and impact 

It is our intent for the Geography element of our school curriculum to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. 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. By revisiting these areas of learning regularly children will remember more, know more and understand more. 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. We want our children to gain confidence and have practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features at different scales are shaped, interconnected and change over time. 

Intent

Implementation

Impact

To build a geographical curriculum that develops learning and results in the acquisition of knowledge of their world around them so that they know more, remember more and understand more.  

This is through the use of:  

-planning with the National Curriculum 
-progression grid  

-subject specific content -appropriate connections to other curriculum areas  

 

 

 

 

 

·  Knowledge Organisers and Learning Walls 
Children have access to key language and meanings in order to understand and readily apply to their written, mathematical and verbal communication of their skills, in a purposeful context. This promotes connections to be made across all foundation subjects where applicable. These can be integrated in the English learning wall. 

·  Key Vocabulary 
The promotion of a language rich Geography curriculum is essential to the successful acquisition of knowledge and understanding in Geography.  

·  Independent learning: In Geography children are encouraged to enquire about their topic of interest and develop their independence when locating places, describing places and exploring the outdoors.  

·  Children will access resources to acquire learning through atlases, text books, maps, digital technology and photographs. 
Children will use a range of secondary resources to develop their knowledge and understanding that is integral to their learning.  

·  Enhancement – In order to enhance the curriculum for geography children access the local area at least once a term; by making connections through all the different curriculum areas and have access to a local map. With this map they navigate and apply their geographical skills when accessing the local area.  

·  Educational Visits to enhance their cultural capital 
Where applicable links to geography will be made to develop the children’s topical learning.  

·  Children will achieve age related expectations in Geography at the end of their cohort year.  

·  Children will retain knowledge that is pertinent to geography with a real life context.  

·  Children will understand how geography ‘happens’ in their local area.  

·  Children will have a good understanding about the world around them and how it has been shaped.  

·  Children will know more, remember more and understand more.  

·  The pupil voice will represent an understanding of what geography is and how they have applied this learning in a given context as part of a highlight task.  

 

To build a geographical curriculum that endorses the importance for outdoor learning to build a curiosity for learning to help them to know more, remember more and understand more.  

·  Outdoor Learning opportunities with the curriculum 
Teaching and Learning should plan for outdoor learning opportunities within geography lessons termly. This may be using the school grounds, local area or wider community to apply and explore their subject specific task.  

·  Children will access their local environment to get a hands on experience in their learning.  

This may not be geography led but is an expectation that all pupils visit their local area at least once a term. Children will become more aware of their local environment and as they progress through their geographical education and use a map specific for their areas of enquiry.  

·  Educational Visits to enhance their cultural capital 
Where applicable links to geography will be made to develop the children’s topical learning.  

·  British Values and PSHE  

Children will learn and revisit the importance of our world and how it should be treated through a range of cultural capital activities and experiences. 

·  Children will achieve age related expectations in Geography at the end of their cohort year.  

·  Children will retain knowledge that is pertinent to geography with a real life context.  

·  Children will understand how geography ‘happens’ in their local area.  

·  Children will begin to understand their wider world and the implications that we as citizens have on it.  

·  Children will work collaboratively to solve problems and explain the processes that they have taken/observed within a real life context. 
· Children will act as good citizens within their local community.  

 

 

The teaching sequence in Geography

Every year group’s units of work must include:

Geographical Enquiry

  • When introducing a new topic in Geography pupils should have the opportunity to ask geographical questions and enquire about their topic of interest based on prior learning knowledge.  Where is this place? What is it like? (And why?) How and why is it changing? How does this place compare with other places? How and why are places connected?  

Locational Skills

  • Identify and locate their place of interest using maps, aerial photographs, the internet and other sources of information.  

Vocabulary – human and physical features to be included

  • Understand the key vocabulary associated with their topic of interest and understand the meaning of them in a practical/r

Application-outdoor learning

  • Use the outdoors to understand process, map reading skills, directional language, to develop their fieldwork skills based on their learning.
  • Apply their knowledge from their topic to the world around them locally and globally. - What could/should the world be like in the future? What can we do to influence change?
  • Evaluate their learning and compare with other locations from around the world

 

Possible pedagogical approaches used in Geography  

 

Constructivism 

Enquiry-based learning  

 

Social Constructivism 

Teacher modelling; questioning; mix of individual, paired and group instruction; Kagan structures  

 

Liberationism  

Pupil-led learning; opportunities to showcase learning  

 

Learning, working and talking about Geography with confidence

 

Being introduced to the key vocabulary that a Geographer would use; defining the key vocabulary that a geographer would use; high expectations of pupils ‘talking’ like a geographer.  

 

 

Assessment

In order for pupils to know more, remember more and do more in regards to the world around them, these aspects must be evident in the implementation of the Geography curriculum throughout school. It is more appropriate, therefore, to understand the way knowledge is stored as a complex, interconnected web or ‘schema’. Every time a pupil encounters a word they have previously learned, but applied in a new context, it adds to the complexity of their understanding of that concept. In other words, they develop a deeper understanding of that concept and enhance their capacity to use that concept in their own thinking. Therefore, an example of an end of unit assessment is as follows:

Final Outcome: what we have been working towards: Present to the class main findings about David Attenborough work to date.

Vocabulary Progression for Geography

Progression of Skills and Knowledge - Geography