Respectful, resilient, responsible learners.
Policy updated: 29th January 2021
At Abingdon Primary School, we aim for a high quality geography curriculum which should inspire in pupils a curiosity and fascination about the world and its people. Our teaching equips pupils with knowledge about places and people; resources in the environment; physical and human processes; formation and use of landscapes.
We also want children to develop geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways.
We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of our topics through high quality texts, focusing on knowledge and skills stated in the National Curriculum. At Abingdon, we ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to follow maps in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to debating world issues on plastic in Upper Key Stage 2.
The impact and measure of this is to ensure that children at Abingdon are equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.
We want the children to have thoroughly enjoyed learning about geography, therefore encouraging them to undertake new life experiences now and in the future.
Role of the subject leader
The subject leader has the responsibility to take a lead in developing geography further across the school within the school’s improvement plan; monitoring the effectiveness of teaching and learning; and the use of resources. Teachers and educational support staff can expect informal support from the subject leader, support arising from the school improvement plan and identified in performance management and induction programmes.
How the subject is monitored and evaluated
All teachers are responsible for monitoring standards but the subject leader, under the direction of the headteacher, takes a lead in this. Monitoring activities are continuous and fall in with the subject co-ordinator’s action plan. In summary these are:
The subject leader to analyse teachers’ medium term planning to monitor the coverage and balance of the curriculum planned.
Monitor geography learnt – by interviewing pupils, looking at samples of work and/or by observing lessons.
A staff meeting held to feed back to staff the results of the monitoring process and to decide on improvements needed in the teaching of geography.
To maintain a good knowledge of geography through reseach and CPD.
Review date January 2022