Pupils report that the encouraging feedback that they get about their work 'helps you to aim high'.
Ofsted
Geography
Intent of our Geography curriculum
At Down Ampney Primary school, we believe that through Geography, our children will learn to become global citizens, who have a solid understanding of the people, places and cultures of the world. Through Geography lessons, external trips and visitors, we inspire our children to explore their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet. Our purpose is to instil an interest, fascination and desire to investigate a variety of human and physical characteristics of different places, both local and afar, through purposeful research and careful questioning.
To be well rounded citizens, we believe children need to understand the differences between places and their cultures and be able to recognise how these change over time.
We aim to develop children’s sense of place, space and scale and to not only act like a geographer through map work and fieldwork, but to think like a geographer, through the development of geographical skills and the ability to ask geographical questions. Through our Geography curriculum, children develop a more detailed knowledge of their locality, the United Kingdom and the wider world through selecting and synthesising information from a range of sources, using more complex geographical techniques, to explain through more informed responses the physical and human features they observe and the interaction of people with them using more sophisticated subject-specific vocabulary.
The Geography curriculum is planned following the Oddizzi scheme of work, supported by the Royal Geographical Society units of work. Each year group studies key themes of Space, Place, Earth systems and Environment, which are underpinned by map skills and fieldwork skills. Each year group has a long term plan that shows the progression of content, map skills and fieldwork techniques and skills. In the Early Years, children are guided to make sense of their physical world and community through a range of personal experiences. Their learning about the world is supported by map work and fieldwork. Knowledge and skills are carefully sequenced to ensure children build on their geographical skills year by year. We focus on both Substantive knowledge: this includes place knowledge, locational knowledge, human, physical and environmental knowledge, and geographical skills and Disciplinary knowledge: to develop the habits of thinking geographically, based on the idea that knowledge is open to debate, challenge and discussion. Children use geographical skills such as analysing and reading maps and graphs in other subjects. A detailed mapping and fieldwork progression framework enables children to practise and develop their skills. Our sustainability curriculum supports wider geographical thinking and encourages our children to be conscious of their world. Carefully selected non-stereotypical case studies allow children to develop their sense of a place and to link and compare it to their personal experiences. Explicit links between geographical themes studies are made in every unit to allow children to develop and apply their knowledge to new topics. Our Geography curriculum is underpinned by a support and extend framework, aimed at identifying gaps in prior knowledge and how deeper understanding could be applied. Geography lessons are adapted to scaffold and support all learners through a range of stimuli such as: video, written and pictorial sources, maps, photographs, graphs and tables. Children record their learning in a range of ways. Our geography units have a focus on how pupils can be active citizens and implement current and future change. Physical geography encourages children to think what impact their actions have on the environment and human geography promotes moral discussions about economy, poverty and human impact on the world. Children look at different perspectives and respect the views of others. They think about local, national and global issues. Children think about moral law and the consequences of their actions on future generations. We discuss why rules and laws are put into place and what impact they may have. Children think about how their actions can impact their own community. Through our Sustainability curriculum, children are encouraged to think about how they can live responsibly. Through debate and discussion, pupils learn how to voice their opinion in a safe and supportive environment. Pupils compare similarities and differences between their lives and those of others around the world. We aim to disband stereotypes and foster a common respect for different countries and cultures by learning about them.
Implementation
CPD starts with the Subject Lead and learnings are then disseminated to teachers and support staff. The school subject lead is a member of the Glos Geog committee, offering CPD and learning opportunities to teachers. As members of the Geographical Association, the school uses up to date research on which to base teaching and learning and takes advantage of rich CPD opportunities. Learning across units is sequenced carefully to ensure children build on their knowledge and skills week by week. Children use a range of different types of maps, atlases, globes and real-life photographs to build their knowledge and to create a fuller picture about a place. Fieldwork, exploring the ‘outdoor classroom’, is integral throughout every year group and we encourage children to use all of their senses, describing the features, patterns and processes that make up the environment. Children try to answer their own enquiry questions about location, place and scale through their fieldwork. Vocabulary games and activities are used to practise and remember key vocabulary. Children are encouraged to ask geographical questions to further develop their geographical language. Through their learning, children consider their own answers to geographical questions. They ask and answer questions about how earth processes have led to patterns in land use or settlements. Children are encouraged to ask questions like geographers to widen their understanding of the world and its processes. Vocabulary is taught through spelling and phonics lessons to enable children to use and write new words contextually and with confidence. We enrich the Geography curriculum by inviting visitors into the school and also by arranging external visits and fieldwork trips offsite. Stimulating written material is used to support learning and children have access to high quality non-fiction texts to support every unit. As a member of our local library, children are able to select and borrow books to support each unit of work. A range of written and pictorial case study material helps children develop their understanding of a topic.
Impact
The impact of our Geography provision can be seen through the pupils’ knowledge, skills, and attitudes towards Geography. Our provision develops pupils into skilled geographers who are confident in using geographical tools, such as maps, atlases, and digital resources. They possess a range of fieldwork skills, including questioning, observing, and collecting and interpreting data. Pupils show a curiosity about the world and have the ability to think critically, evaluate evidence, and present reasoned arguments. Our Geography provision nurtures pupils’ cultural awareness by developing their understanding of diversity, both locally and globally. Pupils recognise the importance of sustainable development and environmental responsibility, demonstrating respect for different environments and a commitment to protecting them. Teachers’ passion for Geography, combined with engaging and well-structured lessons, inspires pupils and instils a genuine enthusiasm for the subject. Pupils willingly participate in learning activities, ask questions, and actively seek opportunities to apply their geographical understanding beyond the classroom.