Geography
At St Joseph & St Theresa a Geographer will continue to develop an interest and knowledge on the local area and the world in which we live. Geographers will be able to recall key, basic place information and will be able to compare and contract areas based upon human and physical features as well as land use. Geographers will use a range of skills to investigate and report upon areas of interest and as former US President commented “The study of geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exist across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.”
I, I, I statements
Intent
Pupils at St Joseph and St Theresa’s Catholic Primary School will develop an active curiosity about the wider world and its people that we hope will remain with them throughout their lives. The learning that takes place in KS1 is underpinned by the teaching ‘Understanding the World’ where children develop their understanding of our local area and community. Geography is taught during Curriculum Journey with the statement ‘Today, I am a geographer’ shared with all children at the beginning of the session alongside key, technical vocabulary. They will find out about our planet’s enormous diversity of cultures, features and landscapes. Pupils will learn how physical and human geography can shape, change and interact with one another. They will develop an understanding of the world as an interconnected place where a great variety of processes are constantly in motion. Throughout all year groups children will build upon previous knowledge of naming and locating oceans, continents, countries, cities and significant places; they will also study human and physical features of geography, seasonal and weather patterns, environmental regions, hemispheres, tropics and time zones. Where possible, there will be a focus on how these individual elements impact upon one another and how this brings about geographical change.
Pupils will develop their skills in interpreting and presenting information about the world. An inclusive curriculum is provided with all children involved and included in geography lessons. Children with additional needs are supported through scaffolding, reasonable adjustments and appropriate, well planned adult support. Children will experience the world first-hand in active, engaging lessons that allow them to collect, analyse and explain geographical data. At St Joseph and St Theresa’s we aim to make the subject a personal reality for our pupils though using our local area to teach a wide range of geographical skills. The skills pupils develop within Geography will be applicable to later life, when pupils are faced with decisions that require research and the ability to think logically and critically.
Implementation
Children are taught Geography as part of our ‘Curriculum Journey’ which links to the topic they are given with each lesson beginning with Today, I am a Geographer.’ Our curriculum journey has a strong focus on holistic learning, emphasising how subjects can be linked together to mimic real life; Geography will be connected with: Science, History, Art, D&T, ICT and even RE where possible. In addition, where applicable Geography will be incorporated into writing in English to ensure that children are fully immersed into the Geography curriculum, however links will be strong and clear and not tenuous; all of these links will be made clear on the topic knowledge organisers. Through use of these whole-school curriculum design and knowledge organisers for each year group, our school is ensuring that pupils can access Geography in a wide range of real-life contexts that are not repeated as they move through the school but continually referred and built upon which is evidenced in Do It Now tasks (DINs) and retrieval practices. Front covers are also used at the beginning of each topic where links to previous learning are clear and key vocabulary is discussed along with the definitions as we understand the importance of children having a full understanding of the geographical vocabulary they are exposed to. Enquiry questions are in the first stages of being used in all topics and year groups which encompass the learning to be completed along with the dependable six part lesson structure which is used across the school curriculum following Ronsenshine’s Principles of Instruction.
During Autumn term, all children will embark on a Local Area Study week where children’s learning will focus on a section of the local area, which will be built upon yearly. This will maximise pupil’s exposure to the subject and help them to see its relevance to their own lives and interests. To ensure that all children are included within the geography subject, constraints, scaffolds and appropriate supports will be put in place. During each term, the Geography lead completes book trawls, learning walks (when appropriate) and pupil voice to gain an insight into Geography across the school. This provides feedback for all staff to continually improve their practice as well as informing governors.
The core idea of change and impact underlined in Geography also links to our school’s beliefs and British values. As Catholics, we believe that God created the world for our benefit and entrusted his creation to us. Our pupils will be taught to view the world in a responsible, tolerant, compassionate, wise and discerning way, recognising in themselves the potential for positive change. The future of our pupils and their quality of life is precious to us, and Geography can be used as a tool to guide them towards a better, more sustainable world.
Impact
Through pupil voice it is evident that children are curious and active learners and the implementation of knowledge organisers and curriculum allocation time ensure pupils are provided with a broad, comprehensive education, with Geography given equal priority in teaching to the other foundation curriculum subjects. Subject specific terminology is modelled by staff and used by pupils throughout the lessons, helping to broaden and deepen their use of language as a tool for communication ensuring pupils are eloquent, confident and enthused in their answers which is clear though pupil voice gathered. Children are learning about climate change and other locations within Geography and this encourages them to develop as compassionate and loving individuals with the power to create change. Educational trips to off-site locations are planned to provide children with first hand experiences of the geography curriculum, this enables children to develop hands-on knowledge or deeper knowledge within a topic adn once again, is evident through pupil voice. Book scrutiny and termly tracking shows that children’s knowledge is continually developed and built upon though the summative and formative assessment process. The planning for each geography unit is underpinned by an enquiry question which is then used as a point of assessment at the end of the unit. This assessment also highlights children who are working above and below ARE so staff can differentiate and support appropriately. Throughout each lesson, questioning, observation and marking in the moment is continually implemented to ensure that any child who is not achieving the learning objective is provided with timely support. Through pupil voice and regular book monitoring, it is clear that progression grids are used to teach key skills and knowledge unique to each specific subject for each year group. Within the pupil voice, it is clear that children have a sound understanding of what has been previously taught and can talk about this in a clear and enthusiastic manner proving that cognitive load has been reduced with key take aways being remembered. Topic homework has increased parental engagement in the curriculum and provides children with opportunities to further develop skills and knowledge at home and is something which children enjoy and are engaged with.
What geography looks like at St Joseph and St Theresa
History
At St Joseph & St Theresa a historian will continue to develop an interest, show awareness and stimulate all children’s interest and understanding about the life of people who lived in the past. Historians will adopt a sense of chronology, in order to develop a sense of identity and a cultural understanding based on their historical heritage. This enables our children to learn to value their own and other people’s cultures in modern multicultural Britain. As historians, our children will be made aware of the actions of important people in history and enable children to know about significant events in British history, whilst appreciating how things have changed over time. History will also ensure our children understand how Britain developed as a society, contributing to their understanding of their country of residence. Furthermore, our children will learn about aspects of local, British and Ancient history. This wider awareness leads to the children having some knowledge of historical development in the wider world. We believe that by allowing the children to understand the importance and enjoyment of History through different opportunities, they will become enthused learners in History. In History at our school, we will also give children opportunities to develop their skills of enquiry, investigation, analysis.
Intent
Pupils at St Joseph and St Theresa’s Catholic Primary School will develop a sympathetic interest in the lives of others, both from the past and from other societies and groups. They will grow to understand the impact that people’s actions can have on one another and on future generations. This will better equip them to understand their own identity, the identity of their generation, and the privileges and challenges that shape their own lives.
Pupils will know about and be able to compare significant elements of worldwide history, understanding how social structures and available resources influenced the way people lived in the past. They will learn about significant events and individuals whose influence has drastically altered the lives of those who came after.
Pupils will also understand the importance of perspective and context in history. By extension they will learn that their perspective in the present day is only one of many, and with this in mind, they will learn how to thoughtfully select and organise relevant information to support their opinions, as well as accepting that others may have different opinions supported by alternative sources of information. They will develop skills in critical thinking, learning to discern the significant from the irrelevant, and be able to sift through other people’s arguments to find points they agree or disagree with. In later life this will enable pupils to consider, make sense of and accept other people’s views in a tolerant and peaceful way.
Implementation
Children are taught History as part of our Curriculum Journey learning which links to the topic they are given. Our curriculum has a strong focus on holistic learning, emphasising how subjects can be linked together to mimic real life; History will be connected with Science, Geography, Art, D&T, ICT and even RE where possible under an umbrella topic for each half term within each weekly Curriculum Journey. In addition, History will be incorporated into writing in English. Through use of a whole-school curriculum plan and knowledge organisers for each year group, our school is ensuring that pupils can access History in a wide range of real-life contexts that are not repeated as they move up the school. This will maximise pupils’ exposure to the subject and help them to see its relevance to their own lives and interests. There will be a main focus on British history as a cohesive, chronological narrative, which will help them to understand how modern Britain has come about, how people have helped to achieve this, and how Britain has in turn influenced the wider world.
The opportunities to use media, verbal discussion and educational visits will ensure that disadvantaged and minority groups have a chance to access their education in a different way, with less emphasis on traditional academic abilities and more focus on reasoning, empathy and linking of ideas and concepts. It will also help pupils to develop British values such as tolerance and respect, as well as Catholic virtues. This subject will help learners on their path to becoming eloquent, truthful, learned, wise and compassionate individuals.
History is given equal priority to the other foundation curriculum subjects. Subject specific terminology is modelled by staff and used by pupils throughout the lessons, helping to broaden and deepen their use of language as a tool for communication ensuring pupils are eloquent in their answers. When able to, school visits and visitors are planned as exciting experiences, as well as educational trips to off-site locations; this enables children to develop hands-on knowledge or deeper knowledge within a topic.
Summative assessment takes place through questioning, observation and ‘in the moment’ marking culminating in the learning objective being RAG rated so children who are working above and below ARE so staff can differentiate appropriately in the following lessons. Progression grids are used to clarify the key skills unique to each specific subject for each year group. This ensures children continuously build upon their prior skills and prevents purely knowledge-driven learning. Each lesson has been based upon 6-part lesson structure to ensure that ambitious, stimulating ideas are converted into well-planned lessons which consistently develop and deepen children’s learning through staged repetition. Topic homework has increased parental engagement in the curriculum and provides children with opportunities to further develop language skills and knowledge at home.
Impact
All children at St Joseph and St Theresa’s will bear the impact of this curriculum strand and this will lead to progress over time across key stages relative to a child’s individual starting point and their progression of skills. Children will therefore be expected to leave St Joseph and St Theresa’s reaching at least age-related expectations for History. Our history curriculum will also lead pupils to be enthusiastic history learners, evidenced in a range of ways, including pupil voice and their work.
At St Joseph & St Theresa pupils are encouraged to be curious and active learners. Our school’s knowledge organisers mean pupils are provided with a broad, comprehensive education developing them into learned and intentional students with History given equal priority in teaching to the other foundation subjects.
Monitoring shows that children’s prior knowledge is continually developed and built upon though the use of Do It Now activities at the beginning of each lesson linking to prior year group work or to act as a consolidation or extension activity.
Through the high quality first teaching of History taking place we will see the impact of the subject in different ways. Through pupil voice children are able to talk about the skills and knowledge they have acquired. Children will be engaged in History lessons and want to find out more. Children will complete research independently through projects and homework and to further their own enjoyment about the subject or topic.
Work shows all topics in our curriculum design are being covered in the appropriate year groups and links are made to previous topics and periods in History so that children see how certain times and people influences others developing a deeper understanding of history and how it has shaped the world today.
As historians, children will learn lessons from history to influence the decisions they make in their lives in the future. Assessments and monitoring show standards in History are high and will match standards in other subject areas.
Subject specific terminology is modelled by staff and used by pupils throughout the lessons, evidenced through pupil voice, helping to broaden and deepen their use of language as a tool for communication ensuring pupils are eloquent, confident and enthused in their answers. Children are learning about significant people events history and this encourages them to develop as compassionate and loving individuals with the power to use their knowledge of the past to inform their knowledge of the future.
Monitoring and termly tracking shows that children’s prior knowledge is continually developed and built upon though the summative and formative assessment process. The planning for each history unit is underpinned by an enquiry question which is then used as a point of assessment at the end of the unit. This assessment also highlights children who are working above and below ARE so staff can differentiate and support appropriately. Throughout each lesson, questioning, observation and marking in the moment is continually implemented to ensure that any child who is not achieving the learning objective is provided with timely support. Progression grids are used to clarify the key skills and knowledge unique to each specific subject for each year group and monitoring by the history and curriculum journey lead is completed against the progression grid. Sessions are planned to follow our dependable six part lesson structure (also used across the curriculum) to ensure that ambitious, stimulating ideas are converted into well-planned lessons which consistently develop and deepen children’s learning through staged repetition. This has also reduced cognitive load, evident through pupil voice, with pupils being able to talk about the main ‘takeaways’ from each lesson. Topic homework has increased parental engagement in the curriculum and provides children with opportunities to further develop skills and knowledge at home and is something which children enjoy and are engaged with.
What history looks like at St Joseph and St Theresa Catholic Primary School