1. the Importance of Geography
1. THE IMPORTANCE OF GEOGRAPHY
1.1 Geography is a study of the world around us and what makes it work. It seeks to explore the relationship between people and their surroundings and to investigate the human and physical features, patterns and processes, systems and interactions that shape our lives.
1.2 Geography in primary schools provides an opportunity not only for pupils to focus attention upon their immediate environment but also to make comparisons with other places - in this country and overseas - which are often beyond their direct experience.
1.3 It helps foster rational attitudes and encourages the development of a range of intellectual and social skills, in particular those associated with investigation, decision-making and problem-solving.
1.4 Such qualities and capabilities are of considerable value if young people are to grow into informed, well-balanced and responsible adults.
2. THE AIMS OF GEOGRAPHY
2.1 The study of Geography in this school seeks :
(a) To extend a pupil's knowledge of locations, environments, societies and cultures across the world and enable him or her to place situations and events within appropriate geographical contexts.
(b) To develop the skills and competencies necessary to undertake geographical enquiry and to interpret and evaluate the information gathered.
(c) To improve each pupil's conceptual understanding of the subject, at both a concrete and more abstract level, which includes being able to use geographical terminology correctly and appropriately.
2.2 In more specific terms, the aims and purposes of geography teaching are :
(a) To value the immediate environment and to show an interest in places in general and in the people who inhabit them.
(b) To develop the ability to ask and / or answer probing questions and think independently and purposefully.
(c) To recognise diversity within societies or cultures and show tolerance and respect for the beliefs, values and lifestyles of different communities.
(d) To encourage pupils to express their own ideas and opinions and seek to understand those voiced by others.
(e) To relate past events to present situations and offer suggestions as to future developments.
(f) To develop a sense of identity or notion of one’s place in the world.
(g) To show concern for the quality of the global environment and be able to discuss or debate important issues.
(h) To appreciate the need for the sensible management and protection of the Earth's resources and recognise that development must be sustainable.
(i) To be aware that places and activities are frequently linked and that people and environments are often interdependent.
3. OBJECTIVES AND OUTCOMES IN GEOGRAPHY
3.1 At this school progress in the learning of Geography is determined and measured by a pupil's ability to (a) Improve his/her conceptual understanding of the subject. (b) Extend his/her geographical knowledge. (c) Develop his/her skills of geographical enquiry. These aspects of learning are deemed to be of equal importance.
3.2 The tables of objectives which are included in an appendix to this document describe the acquisition of knowledge, skills and understanding in Geography from three perspectives and across five levels. The perspectives in Geography are :
HUMAN EFFECTS
These units highlight the patterns and processes associated with human activity and consider the impact of such activity on settlements of varying sizes, locations and functions.
PHYSICAL FEATURES
These units concentrate upon the natural features of the landscape and seek to describe them, say how they were formed and emphasize the need to protect and manage them sympathetically.
BIG ISSUES
These units are centred upon environmental problems of both local and global significance and aim to encourage discussion and invite suggestions as to improvements and solutions.
3.3 A series of targets, in the form of outcomes, derive from these objectives and are to be addressed during the course of each unit. The assessment of pupil performance is made against these outcomes and the data gathered forms the basis for the reporting of progress.
4. PLANNING THE CURRICULUM
4.1 At this school, Geography is taught within the framework of a themed approach and as part of a yearly cycle. Each unit of Geography is extended and enriched by other subjects of the curriculum, most notably Science, History, R.E, Citizenship and Art and Design. Geography is the key subject and driving force behind three of the six annual units within the Programme of Thematic Studies.
4.2 Each Geography unit occupies 12 hours of teaching time at Key Stage 2, amounting to 36 hours per year. At Key Stage 1, Geography lessons account for 9 hours of teaching time per unit of work which amounts to 27 hours per year. Foundation Stage pupils also undertake units of Geography, though the time spent on them has been left unspecified.
4.3 A list of Geography units included in the Programme can be found in the appendix. Each Geography unit focuses upon one of the three perspectives, although not to the extent of totally excluding the other two.
4.4 Those Geography units which focus upon specific places are essentially localised studies. However, one is always compared with another and examples are taken from across the globe. 'Physical Features' and 'Big Issues' units are broader in concept and have a more distinct national or global dimension. Links between units provide valuable opportunities for cross-referencing and revisiting, which contributes substantially to both knowledge and understanding of the ‘big picture’.
4.5 Geography units are investigative in nature and seek to answer probing questions. They choose to examine opinion, belief and behaviour and, in doing so, incorporate religious, moral, political and cultural subject matter, as well as addressing ethnic and gender issues.
5. THE TEACHING AND LEARNING OF GEOGRAPHY
5.1 A variety of teaching methods should be employed and a balance between whole-class teaching, group and individual work achieved. An enquiry approach is preferable whenever possible, though the imparting of information is also appropriate - for example, when visitors to school relate their personal experiences of the rainforest or when watching a DVD on deserts.
5.2 A range of teaching materials should lend support to both fieldwork and class activities in Geography. When Geography directs the chosen theme, a map and/or photographs should be displayed in the classroom, together with examples of children's written and art work. The use of primary sources, in the form of texts, pictures and artefacts, should be encouraged and reference books should be available. In addition, a variety on internet sites will lend valuable support to the teaching of Geography units.
5.3 Activities undertaken in Geography lessons should contribute to the development of social, physical and thinking skills; to progress in oracy, literacy, numeracy and information technology; and also extend knowledge and understanding of other curriculum areas, as suggested above.
5.4 Activities should include observation, listening, discussion, drawing, reading and writing, as well as role play or drama. They should encourage pupils to collect, select and organise information; to ask questions and suggest explanations; to interpret and evaluate; and to present findings in a number of different ways, including I.C.T..
5.5 All work in Geography must take account of the differing abilities within each class or group. Tasks should be differentiated to satisfy the needs of more able and less able pupils. However, at whatever level set, work needs to involve pupils in an increasingly complex and demanding way to ensure progress in made.
6. ASSESSMENT, RECORDING AND REPORTING
6.1 Assessment embraces every aspect of the curriculum and plays a key role in the teaching and learning process. Assessment strategies should reveal what a child has learnt in terms of gaining and expressing his or her knowledge; acquiring and improving skills; and attaining and developing conceptual understanding.
6.2 Assessment should also assist the teacher in planning forthcoming activities and serve to inform pupils and their parents as to progress made and what each child needs to do to improve. Consequently, it should be rigorous and challenging, yet manageable and appropriate to age and ability. It should be conducted in a professional manner, but remain as unobtrusive as possible.
6.3 Well-directed assessment strategies should ultimately lead to higher standards. This is best achieved by a variety of approaches. No single approach to assessment is adequate when it comes to formulating a comprehensive picture of the capabilities of each child.
6.4 Assessment might take place at the outset of a unit of work; be incorporated within the programme of study itself; or occur after a unit of work has been completed.
6.5 The following might be assessed : (a) oral performance, involving talking with individuals or groups or through participation in class discussion. (b) everyday written tasks which require both short and longer answers or descriptive accounts. (c) the ability to plan and execute practical tasks, including research undertakings and (d) the skills required to present findings.
6.6 The assessment process might take one or more of these forms : (a) regular teacher observation. (b) question and answer sessions. (c) samples of completed worksheets and other on-going activities. (d) the evaluation of project work or work on display in the classroom.
6.7 It is important that assessment activities can be seen to derive from the tables of objectives and that performance is measured against the specified outcomes.
7. MONITORING AND REVIEWING
7.1 Performance levels need to be monitored on a regular basis so that the degree of progress can be established, targets revised and new ones set.
7.2 This should involve observation, discussion and sampling, as described in more detail above.
7.3 In addition, the consistency of medium and short term planning should be regularly reviewed, along with the appropriateness of the activities undertaken.
K.D. 1/2013
ASSESSING GEOGRAPHY : WITH A 'HUMAN EFFECTS' UNIT
Assessment in this subject is focused upon:
1. Geographical knowledge and its application.
2. Conceptual understanding of the subject.
3. The skills of geographical enquiry.
LEVEL 1 OBJECTIVES
1. To identify key features or landmarks in the local area.
2. To recognise which features in the local area were created by people.
3. To begin to use geographical words and phrases associated with human features.
4. To understand that human features have not always looked like they do now and may look different in the future.
5. To know some sources of information that tell us about the human environment.
6. To use a source of information to answer simple questions and record relevant facts.
LEVEL 2 OBJECTIVES
1. To observe and talk about human features or landmarks in the local area.
2. To be aware of human features in localities beyond where pupils live or go to school.
3. To use appropriate terminology when talking about the human features of different localities.
4. To recognise that people can affect the human environment and may cause it to change.
5. To use different sources to gather information and undertake simple tasks.
6. To ask questions, express their own views and record comments and observations.
LEVEL 3 OBJECTIVES
1. To describe the human features of localities which may be different in appearance and character.
2. To recognise that localities have human characteristics that influence the activities of people living there.
3. To suggest reasons why human features are located where they are.
4. To say how human activity has changed the appearance and character of a locality.
5. To make use of sources of information to develop map and other investigative skills.
6. To offer reasons for their views and record comments and observations using appropriate terminology.
LEVEL 4 OBJECTIVES
1. To describe the human characteristics of places within a wider locational framework.
2. To recognise some of the human processes which are at work in different places.
3. To identify and describe simple geographical patterns in the human environment.
4. To appreciate that changes to the human environment can affect people's lives in different ways.
5. To employ primary evidence when practising skills, planning or executing investigations.
6. To consider a range of observations and views and communicate findings and opinions in appropriate forms,
including I.C.T.
LEVEL 5 OBJECTIVES
1. To describe the human characteristics of places on a world-wide scale.
2. To compare one human environment with another, commenting upon similarities and differences of features and characteristics.
3. To explain how human features are distributed and geographical patterns have emerged.
4. To give reasons why the human characteristics of places can change with the passing of time.
5. To select and evaluate sources of evidence when developing skills, planning or executing investigations.
6. To suggest plausible conclusions to investigations and present detailed findings and proposals in appropriate forms.
1/13.
ASSESSING GEOGRAPHY : WITH A 'PHYSICAL FEATURES' UNIT
Assessment in this subject is focused upon:
1. Geographical knowledge and its application
2. Conceptual understanding of the subject.
3. The skills of geographical enquiry.
LEVEL 1 OBJECTIVES
1. To identify key features or landmarks in the local area.
2. To recognise which features in the local area are the work of nature.
3. To begin to use geographical words and phrases associated with natural features.
4. To understand that natural features have not always looked like they do now and may look different in the future.
5. To know some sources of information that tell us about the natural environment.
6. To use a source of information to answer simple questions and record relevant facts.
LEVEL 2 OBJECTIVES
1. To observe and talk about natural features or landmarks in the local area.
2. To be aware of natural features in localities beyond where pupils live or go to school.
3. To use appropriate terminology when talking about the natural features of different localities.
4. To recognise that people can affect the natural environment and may cause it to change.
5. To use different sources to gather information and undertake simple tasks.
6. To ask questions, express their own views and record comments and observations.
LEVEL 3 OBJECTIVES