Geography

Intent- Why is the world is the way it is?

Pupils will begin to understand how the earth has shaped History. The reasons behind the main features of the world, the physical landscape of continents, oceans, mountains, and deserts. How the terrains and activities of our planet have affected the emergence and development of our species and the history of our societies. Pupils will consider humanity’s impact on the natural environment, how our population explosion means we are consuming ever more material resources and energy sources.

The Earth has provided us with the raw materials we’ve extracted, refined, and assembled into our tools and technologies, from the roughly fashioned axes in the early Stone Age to today’s computers and smartphones.

Cornwall and Camborne particularly have historically, utilised its natural resources. Since the decline of the mining industry Cornwall now utilises its stunning coastlines for tourism and invests in renewable energies such as: solar, wind and wave power,  for a more sustainable future.

Geography language acquisition Geography overview Geography Sticky Knowledge

Implementation

Curriculum Design:

Our units of learning are structured using half-termly whole school themes, with a geography or history focus. Geography units develop the concepts of place, space, and scale. Where possible they provide the geographical context for the following history topic.

Our Medium-Term Plans (MTP) are supported by ‘small steps in progression’ documents- ensuring a progression in both concepts, content and skills. An example of which can be seen below.

Summer 1 Does it snow in Africa – steps to learning

Lesson Design

Using the Rosenshine Principles of Instructions pupils will be encouraged to ‘think like a geographer’. With the support of the Geographical Association document teachers plan for:  enquiry-based learning using explicit instruction, modelled examples; use of metacognitive talk using subject specific vocabulary and provide guided and independent practice opportunities.

Pupils will be challenged to consider the danger of a ‘single story’ by identifying facts and opinions, identifying bias, evaluating evidence, developing empathy, challenging a charity mentality, and starting with stories about us and mutual respect and values.

Knowledge organisers are used to support pupils with their learning and focus on the key concepts and disciplinary knowledge identified, along with a focus on key vocabulary, an example of which can be found below.

Impact

As the Geography curriculum is defined and sequenced with attention to the types of knowledge – our assessment design is precise. Our assessment identifies the specific knowledge students have learnt and can apply, it pinpoints misconceptions and is incremental. We identify how far each aspect of the curriculum has been mastered. The evidence of impact is subject specific and ranges from written outcomes, pupils’ articulation of learning, visual presentations, drama, music or dance.

Assessment for learning- (daily; in class) 

•          Using consistent feedback and marking strategies- against success criteria (See Marking and           Feedback Policy)
•          Targeted questioning
•          Pupil self-assessment and peer-assessment- against success criteria
•          Low stakes testing – ‘Rapid Recall’

Formative Assessment

•          Teachers assess prior knowledge at the beginning of a unit of learning often through the use             of a low stakes quiz.
•          Knowledge, skills, and concepts of foundation subjects are assessed through the answering               of  Fertile questions.
•          Learning in Geography is evidenced in our learning conversations (adult/child, child/child,             etc).
•          Learning in Geography is evidenced in targeted questioning and response.