Stimulate childrenâ€™s interest in their surroundings and in the recognition and evaluation of human and physical processes on the Earthâ€™s surface.
Foster childrenâ€™s sense of wonder at the beauty of the world around them.
Identify place and develop a knowledge and understanding of the quality of place and how and why places change.
Help children to develop an informed concern about the quality of the environment and the future of the human habitat; and
Thereby enhance childrenâ€™s sense of responsibility for the care of the Earth and its people.
Develop these aims through the teaching of Geographical skills, including asking questions, collecting and analysing evidence and drawing conclusions.
Year 3 Â Â Â Â Maps and Mapping Skills, including introduction to maps and atlases, compass points, grid references, UK and World maps and mapping of the local area.
Year 4 Â Â Rainforests, including climate, environment and ecology, animals, plants and communities.
Â Â Â Â Â Â Â Â Â Â Â Rivers of the World, focussing on the Danube, the Nile and the Mississippi.
Year 5 Â Â Geographical skills, Settlements, Weather and Climate, Work, Leisure and Energy
Methods of Assessment
There is no formal assessment.Â However, assessment takes place as an on-going part of the teaching and learning process and for reporting to parents at Parentsâ€™ Evenings and an end-of-year report.
1 lesson per week, though there is integration with other subjects where appropriate.
Teaching methods and styles are in line with the National Curriculum and School programmes of study on teaching and learning for boys. Topics are considered appropriate to a boy-centred approach.
Continuity is ensured within Years 3-5 through the Medium and Long-Term Plans.
Opportunities for cross-curricular links exist at the teacherâ€™s discretion
Individual topics are planned from the Medium and Long-Term policies.
These are unrecorded and are, at present, the responsibility of individuals and Year-Groups.
Gifted and Talented
Identification of gifted and talented pupils is in accordance with the guidelines set out in the Schoolâ€™s policy on Gifted and Talented pupils. Once identified, provision is made within the context of the programme of study for Geography.
Identification of Learning Support is in accordance with the guidelines set out in the Schoolâ€™s policy on Learning Support. Once identified, provision is made within the context of the programme of study for Geography.