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Intention

At Field Lane we aim to develop informed and active citizens who understand that their lives are interconnected with others and can make responsible choices to impact upon their environment in the future. We create an environment where knowledge is engaged, encouraging the creative application of geographical knowledge and skills across the curriculum. Locational knowledge is mapped out and revisited throughout the children’s time at Field Lane, to encourage a breadth of coverage and depth of study. To develop place knowledge in a real context, we have developed different areas around the school and we provide lessons and experiences within these places: an eco-garden, a construction area, sculpture area, gardening areas and community developments. We also widen children’s experiences from their immediate setting to their wider world. Educational visits and field work are integral to this. Through our concept based curriculum, we are also able to tackle current geographical discussions and problems, including pollution, climate change and human geography around the world.

Implementation

We prioritise areas of content and teach them through ‘concepts’. Children are encouraged to find the links between these concepts, therefore making their learning more meaningful to them. We aim for our curriculum to be real and contemporary. At Field Lane, geography is taught through teacher led activities in Smart Time, discrete lessons and through experiences and trips. During SMART Time students will be involved in practical teacher led sessions which build on pupils’ understanding. As well as this, in Smart Time students also have the opportunity to practice the skills that they have already learned and apply these to independent activities (knowledge engaged). Teachers complete an assessment grid to show the children’s progress in each topic. Our school environment is well-planned to enable children to use their geographical skills in their immediate environment. We have planned for and developed a range of physical and human geographical elements to our playground for the children to work in, both in lessons and at playtimes. 

Impact

Our geography curriculum is planned to demonstrate progression. We measure the impact of our curriculum through a variety of methods. We will recap previous learning throughout school, building upon the skills and knowledge the children have already developed. Each child completes a project at the end of a Geography unit which will contain work the child has completed throughout the topic; each child chooses how they wish to present the pieces of work. The work that will be included in the project will be given to the child as a checklist with a list of non negotiables. We feel as a school this allows children to pursue their own lines of enquiry within a topic and gives them ownership of their own learning. Children are able to develop their field work skills each year, showing a progression of skills as they progress through school. We believe we will have succeeded with our impact if our children show a curiosity and care for the world around them and are able to engage their knowledge and skills confidently in a range of situations and activities.

Geography skills progression:

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