Rationale:

Our curriculum is underpinned by our five core values, supporting pupils' academic and personal development, making learning and knowledge gain meaningful, developing a pupil’s character and preparing them to be successful Eskdalers now and into the future. We achieve this by introducing pupils to the idea of our ‘Think like a..’ approach to their learning, enabling them to become a little more ‘expert’.

‘Think like a…’, including talk, write and read like a Geographer is central to pupils' learning and designed to develop pupil oracy and vocabulary skills to enable them to use geographical language meaningfully when talking about Geography.

When reading like a Geographer, pupils have opportunities to read across the curriculum to support the knowledge and vocabulary to be gained in the subject of Geography.

When Thinking like a Geographer, pupils will acquire knowledge, which will enable them to become ‘more expert’ with each study. The Geography curriculum is organised into a particular set of geographical disciplines, including locational knowledge, place knowledge, human and physical geography and geographical skills and fieldwork -pupils can revisit key disciplines throughout their Primary journey at increasing degrees of challenge and complexity.

In addition to the substantive knowledge required to be successful within each discipline, pupils will be taught knowledge and skills within the key concepts of geographical development: place and space, scale and connection, environment and sustainability and culture and diversity.

To ensure that pupils are equipped with the knowledge and skills to make conscious connections and think hard, using what they know. Geography is taught through the school’s process model:

• ask a key question regarding a geographical discipline
• gaining knowledge and skills of a geographical disciplines
• applying knowledge and skills to construct a final response

 

The teaching of Geography is delivered through our method of teaching (pedagogy), which incorporates meta-cognitive strategies to enable all pupils to retain the learning of knowledge. This is typically applied by:

• Activating Prior Knowledge
• Small step teaching delivery
• Independent practice
• Feedback

How we adapt the Geography Curriculum for SEND Pupils

As part of our quality first approach to teaching, we use a range of strategies to support SEND pupils to access the Geography curriculum. The document below details examples of the adaptations that are made to support pupils in class.

• Adaptive Teaching - Geography.pdf