INTENT

It is our intention in teaching geography at Langney to keep it as relevant to our pupils as we can. Outdoor learning opportunities  play a part in achieving this, using our immediate local environment ( e.g.The school grounds, The  Priory grounds, marshlands, harbour, seashore.. 
The Earth is a living planet and we need to keep geographical learning relevant to our pupils by making links to  issues such as natural disasters, pollution, recycling and climate change wherever appropriate. We also put emphasis on developing enquiry skills, researching  whilst teaching the knowledge and understanding of each unit of study.

 

Our School’s  context 
Online resources such as Google Earth  and, in the near future, virtual reality  are invaluable in bringing the world to our children at Langney and literally broadening their horizons. Wherever possible we will make links in  learning to other subjects in our curriculum such as Science, Art, English, R.E. in order to make unforced connections.

 

The world is most definitely a ‘smaller place’ in today’s technological world. Their future is very likely to involve travel and discovery of places beyond their present experience.
We would hope that by making Geography lessons relevant and as interactive as possible, our pupils will begin to develop a curiosity as well as a responsibility for the world they live in. 

 

IMPLEMENTATION

Across both key stages, Geography is broken down into four areas of learning. These are:

  • Locational Knowledge

  • Place Knowledge

  • Human and Physical Geography

  • Geographical Skills and Fieldwork. (Specific locations within the given continents may alter across academic years allowing for teacher interest and creativity.)

 

Y1 - Seasons & Weather, U.K Countries, Comparison of town in Nigeria with Eastbourne.
Y2 - Countries and capital cities of U.K. and surrounding seas, local area fieldwork study, name and locate continents and oceans of the world, comparison of two cities-Nairobi and

         London.

Y3 - Name and locate European countries and their capital cities, major landmarks and tourist attractions, study of the physical geography of Europe ( mountains, rivers, volcanoes etc.)
Y4 - Fieldwork study of local area., North America-physical features, biomes, weather etc., comparison of the Florida Everglades with the U.K. Broadlands National Park.
Y5 - South America-physical features, fieldwork of local area, human geography -comparison of two regions in South America and U.K. (Rio / London) , physical geography-(The

         Galapagos Islands and The Orkneys.)
Y6 - Comparison of U.K.’s Jurassic Coast and Eastbourne’s coast,Local field study of Eastbourne’s coastline,Comparing regions within the  UK -physical and human features-focus on tourism.


How is this subject assessed?

Teachers are formatively assessing during lessons and recording these professional judgements on OTrack in real time. These judgements then inform summative judgements for Geography at the end of Terms 2, 4 and 6. 
Where necessary children are given extra support or greater depth challenges within the lesson. Verbal Feedback is given to children throughout the lesson to gauge understanding and move individuals on in their learning.