This policy outlines the learning, teaching, organisation and management of Geography at Seaton Academy.
- To develop an understanding of places and environments. Children will learn about their local area and then compare to other regions in the UK and the rest of the world.
- To foster a sense of responsibility and respect for our school grounds, local area and the wider world.
- To learn how to draw and interpret maps.
- To develop skills in researching and investigating.
- To understand some of the effects of the human race on our local community and the wider world and suggest some ways in which these effects can be reduced.
Curriculum Organisation and Skills
Geography in the Foundation Stage is taught through the "Understanding the World" Area of Learning. In Key Stage One it is taught as a cross curricular subject as well as a subject in it’s own right.
In each year, previous knowledge, skills and understanding will be re-enforced and further developed.
Children will be introduced to, and encouraged to use, a range of geographical vocabulary and skills.
Simple studies in the local area begin in the Foundation Stage and will be extended throughout Key Stage One. Children will also engage in some thematic studies of their own environment and a contrasting area.
School visits are used to allow children the opportunity to;
- make comparisons about places
- develop a sense of place
- consider the effects of man on the landscape
- express their opinions and likes/dislikes about the place
Children in the Foundation Stage have their attainment on entry assessed by observations and their progress is tracked and monitored through the use of Early Years Outcomes throughout Nursery and Reception.The Foundation Stage profile will indicate if children are reaching expected levels by the end of Reception and will be used in transition into Key Stage 1.
In Key Stage 1 children will be graded according to work produced, observations and discussions. Assessments will be highlighted onto Seaton Academy Assessment Performance Descriptors. Results from all assessments will be posted onto scholar pack.
A topic book showing examples of geographical work will be developed in KS1.
Equal Opportunities and Inclusion
- All children are given access to a broad and balanced Geography curriculum regardless of gender, ability, race or religion.
- Provision, if appropriate, will be made for individual needs in IEP’s.
- Equal opportunities are provided and sessions are adapted for all children, including children with Special Educational Needs (SEND), those who are talented or gifted, children with English as an additional language (EAL) and children from different cultural backgrounds. They will be given access to additional resources and teaching to support their learning and to ensure they make maximum progress from their individual starting points.
- A feeling of self worth will be engendered throughout the activities.
Enrichment/Extension activities for More Able Children
It is important that high achievers are identified and that such children have planned provision. This would include such activities as;
- Allowing these children to give more consideration to the effects of man on the environment.
- Developing extended geographical vocabulary.
- Using reference books, atlases or computers to find out more about a place.
- Cross curricular skill development by writing longer, more complex reports.
- Expressing their likes/dislikes about a particular place, or subject, and being able to explain why. Children could also begin to try to think what could be done in order for them to change these opinions.
Health and Safety
- All aspects of this policy and practice are carried out with regard to our health and safety procedures.
- All relevant risk assessments should be read in conjunction with this policy.
Effective from November 2017 review November 2019