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At Charlbury Primary school we aim to inspire children with an interest in their surrounding and the wider world. Our curriculum is simultaneously designed to explain the creation of certain natural features, as well as to encourage children to question the purpose of manmade developments. Skills and core content have been mapped out in order to ensure that the requirements of the National Curriculum have been met; this forms the basis on which deeper learning and geographical understanding can be built. Children will discover the wonderful uniqueness of different environments and geographical formations; plus, they will identify similarities between economies and societies, gaining insight into how they are connected to the world. Children will learn about geographical processes as well as significant human and physical features. We will enthuse children with a delight in this planet and a desire to know more: creating explorers from within our classrooms. Community is a key value celebrated at Charlbury school and it is a key feature of our geography curriculum: they are members of the school community, they belong as part of the local community and they are citizens of the world.

The geography curriculum will be delivered through topics. Cross curricular links will be made to further build children’s understanding of a subject. Teaching will link into prior learning and help children develop secure geographical foundations. Children will develop skills through using a range of resources. Children will use a range of maps, images and statistics. Critical thinking and observations will be employed in order to consider similarities, differences and the impact of change. As well as studying the world as it is currently, children will look back into the past to understand how our planet has changed. When considering these geographical changes over time – both human and natural – children will then be able to hypothesise about potential future changes. Providing children with the appropriate geographical skills and vocabulary will allow them to make observations and formulate ideas. Field work will allow children to take an active role in the acquisition of geographical knowledge and skills.

Our approach will allow children to learn within a supportive and collaborative ethos. This means children will be able to deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments. The study of local and world geography will help pupils make sense of a complex and dynamically changing world. Students will become aware of their responsibilities to their environment, each other and the world at large – as future custodians of our planet. Pupils will be approaching subject matter in a range of ways: meaning that they will be developing their literacy, creative, mathematical observational and reasoning skills whilst learning about geography. Regular review will be a major part of the teaching process to enable a high level of achievement.

Children’s work will be collated in folders. These folders will travel up through the school with the child, creating a portfolio of children’s learning in geography. Thus, children will see that all their work in geography is meaningful – that it is a learning journey with purpose. Knowledge Organisers will be used to clearly set out key learning and information for children; these Knowledge Organisers can be referred to by children to remind them of key facts and vocabulary. Quizzes will be used at the end of a unit of work to check children’s understanding and retention of information. The quizzes will be used as a formative assessment tool, showing both the pupil and teacher areas that need recapping or require further development.

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