Article 28: Every child has the right to an education.
Intent: What we are trying to achieve in our curriculum?
Our curriculum is designed to meet and address the needs of the children who attend our school. It is ambitious, inclusive, broad and balanced. It is designed to provide a progression of knowledge, skills and vocabulary with clear end points, at the end of key phases in school. The threads ‘Be Ready, Be Respectful and Be Safe’ provide the intent of our curriculum design and are implemented throughout Geography lessons.
What do we want to develop in our children at Kirklevington?
What does this look like in our School?
Be Ambitious – aim high, exposure to experts and role models, challenge provided in teaching knowledge, skills and vocabulary
We aim to inspire pupils to develop a genuine curiosity about the world around them.
Our inclusive geography curriculum progressively introduces knowledge, skills and vocabulary, with clear end points and expectations.
We foster a deep-rooted love of learning through developing the key skills of questioning, investigating and evaluating.
We provide opportunities for children to be inquisitive through independent studies of local areas, field work, including on school trips and research on different locations and cultures around the world.
Children develop confidence in using and interpreting a range of sources.
Children are taught to be articulate and confident in the geographical language they use, within their independent work and in class discussions.
We introduce role models, who are of significance to the development of geographical thinking or have played an important role within a geographical situation.
We actively encourage children to give their opinions on global issues and harness their curiosity about the fascinations and problems of our world.
Inspirational speakers are invited into school to share their experiences with the children.
Be Independent – Prepared for now, the next steps and for life
As they progress through the school, pupils will become more independent learners and be able to use their acquired skills and understanding to interpret a range of sources such as maps, diagrams, globes and aerial sources, to successfully investigate the wider world.
Children use technology effectively to support their research and to further discover and experience the world around them.
Assessment is used to form meaningful and relevant judgements on a child’s progress and attainment at regular points throughout the year. Assessment informs planning and provision, addresses gaps in learning where these are evident and offers support and challenge where required.
Children are encouraged to think independently about geographical challenges and their opinions are recognised through purposeful questioning.
Be Resilient – confident, develop self-regulation, well-being strategies and be problem solvers
Children are encouraged to be resilient and to have positive attitudes towards learning.
They apply key skills in multi-disciplinary areas through meaningful links across curriculum areas.
Children develop a base of secure factual knowledge through appropriate support and challenge for all.
Children are taught that change is a part of life and about setting small goals to achieve big things.
Problem-solving is promoted within geography lessons and children are given the opportunity to practise this alongside articulating their reasoning.
Respectful behaviours – towards ourselves, our peers and others
Respectful behaviour is expected within all lessons. Peers can participate in class discussions and debates regarding geography respectfully, with everyone’s opinion being listened to.
Children are respectful to each other when working in groups, e.g. on case studies.
Respect rights -RRSA – Understand our rights, how they affect our lives and rights of children globally, celebrating differences
Teaching aims to equip pupils with knowledge about: diverse places; people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
Pupils will learn about issues in other parts of the world and how we can directly support change.
Geography lessons are linked to specific ‘Rights of the Child (UNICEF)’.
Children learn about the rights of children in different geographical locations around the world.
Pupils research people in different cultures around the world and develop their understanding between our similarities and differences.
Respect the environment – our school, the community and the wider world
Children will gain an awareness of our responsibility to look after our planet and help to maintain our environment.
They will study the impact of climate change on our planet and be able to understand how we can find resolutions.
Children learn about a wide range of geographical issues around the world and develop their curiosity on why these issues arise and how they can be resolved.
Our Geography curriculum promotes responsibility towards a brighter future for our planet and creates an awareness of children’s place in our ever-changing environment and the positive impact they can have.
Children are expected to tidy away equipment they have used within lessons (when of an appropriate age).
Keep ourselves safe – know how to report concerns and worries, including with friendships
Our school is a safe environment, where children can report any worries or concerns they have
Children consider the effects of weather, locations and the environment on their own and other’s safety
Children are taught how to seek help
Being safe in the school and community – Knowledge about, our families, the school, the local context and wider world
Learning about the local area is a key curriculum aim, including similarities and differences that are prominent throughout the world.
Children learn how to be safe within their local area – including road, rail and water safety and locational danger, through field work, trips and visits.
We learn about current global issues, which are relevant to the children’s geography learning.
Being safe online –Using technology for the right reasons and knowing its limitations
Children understand how to use technology appropriately when it is being used within lessons.
Children can use resources, web links and interactive maps effectively.
Each half term, a new topic is taught to the children. This allows for an in-depth, broad curriculum to be given. Teachers plan in line with the National Curriculum and follow the key skills progression for their key stage. Children are presented with a cross curricular approach to learning, to ensure that the key skills are successfully met.
Teaching children about their local area is a large part of the curriculum at Kirklevington Primary School, as well as allowing them to identify the similarities and differences that are prominent throughout the world. Children are presented with a wide range of resources and experiences within their Geography lessons, such as atlases, globes, IPads and field trips, to allow them to discover and experience the world around them.
Lessons and work are monitored to ensure that children receive inclusive access to the Geography curriculum that follows the key identified knowledge, with consideration of how greater depth is being taught in each session.
Our Early Years Foundation Stage (EYFS) follows the ‘Development Matters in the EYFS’ guidance which intends for all children in reception to have a good ‘Understanding of the World; people and communities, the world and technology’ by the end of the academic year.
Evidence shown in lessons and children’s books reveal that a broad and balanced curriculum is taught in each key stage. Progression throughout each year group is evident, as children are able to build on their knowledge each year, through the use of key skills.
Field trips and research within classes, allows the children to explore the wider world for themselves and discover different aspects of their local area.