St Charles’ Catholic Primary School 2020 – 2021
We aim to inspire children’s’ curiosity and fascination about the world and its people. The online resource Oddizzi is used in school and children can also access it at home using their class login details. Oddizzi helps to deepen knowledge and develop understanding about diverse places and people as well as natural and human environments.
World Explorer Challenge – Week 1 – Places – 01SubscribersKS1OddizziWorldExplorersPlaces
World Explorer Challenge – Week 2 – Physical Features – 02SubscribersKS1OddizziWorldExplorersPhysicalfeatures
World Explorer Challenge – Week 3 – Weather and Climate 03SubscribersKS1OddizziWorldExplorersWeatherandclimate
World Explorer Challenge – Week 4 – Country Close Up – 04SubscribersKS1OddizziWorldExplorersCountrycloseupCompressed
World Explorer Challenge – Week 5 – Food and Farming – KS1 Food and farming
World Explorer Challenge – Week 6 – Global Knowledge – KS1 Global Knowledge
World Explorer Challenge – Week 7 – Places – KS1 Places
World Explorer Challenge – Week 8 – Physical Features – KS1 Physical Features
World Explorer Challenge – Week 9 – Weather and Climate – KS1 Weather and Climate
World Explorer Challenge – Week 10 – Country Close Up – KS1 Country Close Up
World Explorer Challenge – Week 11 – Food and Farming – KS1 Food and Farming 2
World Explorer Challenge – Week 12 – Global Knowledge – KS1 Global Knowledge 2
World Explorer Challenge – Week 13 – Places and Animals – KS1 Places and Animals
World Explorer Challenge – Week 1 – Places – 01SubscribersKS2OddizziWorldExplorersPlaces
World Explorer Challenge – Week 2 – Physical Features – 02SubscribersKS2OddizziWorldExplorersPhysicalfeatures
World Explorer Challenge – Week 3 – Weather and Climate – Compressed 03 Subscribers KS2 Oddizzi World Explorers – Weather and climate
World Explorer Challenge – Week 4 – Country Close Up – 04SubscribersKS2OddizziWorldExplorersCountrycloseup
World Explorer Challenge – Week 5 – Food and Farming – KS2 Food and Farming
World Explorer Challenge – Week 6 – Global Knowledge – KS2 Global Knowledge
World Explorer Challenge – Week 7 – Places – KS2 Places
World Explorer Challenge – Week 8 – Physical Features – KS2 Physical Features
World Explorer Challenge – Week 9 – Weather and Climate – KS2 Weather and Climate
World Explorer Challenge – Week 10 – Country Close Up – KS2 Country Close Up
World Explorer Challenge – Week 11 – Food and Farming – KS2 Food and Farming 2
World Explorer Challenge – Week 12 – Global Knowledge – KS2 Global Knowledge 2
World Explorer Challenge – Week 13 – Physical Features – KS2 Physical Features 3
Useful Websites for you to use at home
TWINKL– Access their free resources with the password UKTWINKLHELPS or CVDTWINKLHELPS
Explore the world from the comfort of your own home
Geography Curriculum Intent
Like all our curriculum areas, the geography curriculum promotes curiosity for the world around us and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient.
We have planned a creative curriculum that links with our high quality, Read to Write English texts in order to provide our children with an immersive and tailored curriculum that has purposeful cross curricular links. It has also been incredibly important for us to link this to our city. We want our children to use the vibrancy of our great city to learn from other cultures, respect diversity, co-operate with one another and appreciate what they have. We have tried to include links to the local area in many of our topics as well as specifically planned local area studies in years 1, 3, 5 and 6 which will take full advantage of the range of opportunities in Liverpool.
We enrich their time in our school with memorable, unforgettable experiences and provide opportunities which are normally out of reach – this piques their interests and passions. We firmly believe that it is not just about what happens in the classroom, it is about the added value we offer to really inspire our children. Children frequently complete fieldwork in the local area, visit Sefton Park and Liverpool City Centre too.
We want to equip them with not only the minimum statutory requirements of the geography National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. Our KS2 children have worked alongside the PCSO’s to monitor traffic in the local area and held discussions with a housing company who were planning to build a new housing estate next door to the school.
In June 2018, a complete audit of the geography curriculum was conducted. On the back of the findings from this audit, the geography curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning, knowledge and skills. We believe that our pupils need to be actively involved in making sense of their learning and therefore an enquiry approach was implemented, encouraging higher-order thinking and allowing our children to explore in a way that is meaningful to them. Within each year group, geography strands are revisited in a progressive manner. For example, when encouraging an understanding of places and connection, Year 1 focus on observing human and physical features within the local area. This understanding of our place in the world develops through the year groups through comparisons within the UK, Europe and the wider world and then in both Year 6 topics there is an emphasis on understanding how places across the world are interconnected and the position of Liverpool within that.
Geography subject specific characteristics, which we expect the children to demonstrate, have been developed and shared with all stakeholders. These characteristics underpin all work in geography and form a focal point for display areas and provide a common subject specific vocabulary for staff and pupils. These characteristics are:
- An excellent knowledge of where places are and what they are like.
- An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
- An extensive base of geographical knowledge and vocabulary.
- Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
- The ability to reach clear conclusions and develop a reasoned argument to explain findings.
- Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
- Highly developed and frequently utilised fieldwork and other geographical skills and techniques.
- A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
- The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.
We empower our staff to organise their own year group curriculums under the guidance of our subject leaders. Teachers are best placed to make these judgements. Staff worked with subject leaders to develop year group specific long-term curriculum maps which identify when the different subjects and topics will be taught across the academic year. The vast majority of subjects are taught discretely but staff make meaningful links across subjects. They link prior knowledge to new learning to deepen children’s learning.
We use both formative and summative assessment information in every geography lesson. Staff use this information to inform their short-term planning and short-term interventions. This helps us provide the best possible support for all of our pupils, including the more-able. We have also introduced an end of topic assessment which enables all pupils to demonstrate the knowledge, skills and understanding they have acquired over the sequence of lessons. The assessment milestones for each phase have been carefully mapped out and further broken down for each year group. This means that skills in geography are progressive and build year on year.
Assessment information is collected frequently and analysed as part of our monitoring cycle. This process provides an accurate and comprehensive understanding of the quality of education in geography. A comprehensive monitoring cycle is developed at the beginning of each academic year. This identifies when monitoring is undertaken. The last geography monitoring took place in Summer Term 2019. Monitoring in geography includes: book scrutiny, lesson observations and/or learning walks, pupil/parent and/or staff voice.
All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.
Year Two have been comparing the UK with a Non-European country during Lockdown. Look at their amazing projects
The National Curriculum for Geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both
terrestrial and marine – including their defining physical and human characteristics and
how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical
features of the world, how these are interdependent and how they bring about spatial
variation and change over time
- are competent in geographical skills, for examples, collecting and analysing data.
For more information on our geography topics through the school, please see the overview linked above or visit each individual class page!