2. Section One: What is Geography like at our school?
Our vision is to facilitate the learning of young geographers who have a thirst for knowledge.
We endeavour to ensure that all pupils are actively engaged in their own learning and achievement so that
geographical skills and fieldwork are embedded in relevant units of work. There is a great emphasis on providing
opportunities for children to be creative with suitable challenges for more able children and facilitating individual
learning styles.
3. Section One: What is Geography like at our school?
.
The standard of work produced by pupils is consistently high and this in itself demonstrates
a commitment to an enthusiasm for the subject (see following examples of pupil work).
All geography taught is differentiated ensuring that all abilities are catered for and that
every child is able to access the concepts encountered. For example in Year Five children
learn about the different features of a river. Less able children begin by learning the key
vocabulary (mouth, meander, tributary) and are taught to recognise these features from
secondary sources. Whereas the more able task requires children to explore these in greater
detail and explain how these features developed initially. The children are then all offered the
opportunity to see these features and systems operating during their residential visit to
Osmington Bay allowing pupils to apply what they have learnt to the real world.
Within lessons, children are regularly encouraged to share their own experiences that
relate to topics being taught for example children in Year Three explore Indian culture and
study a locality within this country. Children who have visited, have family who have visited,
are originally from that locality or simply have an interest therefore have gained knowledge
before the lesson, are able to share this information with the class and have the opportunity
to build on prior knowledge especially as the activities are enjoyable then they are
remembered most.
All staff have a copy of the curriculum map within the geography policy which enables
them to clearly see the topics that have been covered by the children in previous years in as
well as what the children will be learning in future years. This means the teacher can make
links between these topics and make sure the children are equipped with the knowledge
they need to gain before they progress to the next stage in their learning.
1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience
4. These comments refer to
the following two pages.
Year: 4
Unit of Work: Studying a
locality.
Why was it chosen? This
piece shows how a child
has applied their inquiry
skills to create a
comprehensive guide to a
locality they have studied.
The enthusiasm the
pupils have for geography
can be clearly seen here.
What does it show
children know
understand and can do?
This pupil has an
appreciation for the
importance of the
geographical location of
this village. This child can
investigate places and
understand how the land
uses appeal to different
people.
1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience
5. 1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience
1d: Geography is seen as a key subject to engage creative and critical thinking about `people & place’, local and global change and possible futures
6. Year: 5
Unit of Work: Exploring rivers and coasts
Complementary work submitted: River Severn
fact file.
Context: Pupils learn about features of rivers
and how and why they developed.
Why was it chosen? Shows an excellent
understanding of geographical processes. The
pupil is able to explain the flow of the river using
correct geographical terminology.
What does it show children know understand
and can do? Recognise and explain physical
processes using correct geographical vocabulary.
The know the effect the physical processes has
on the surrounding environment.
1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience
7. Year: 5
Unit of Work: Exploring rivers and coasts
Complementary work submitted: Meander and
Oxbow lake formation. (Previous slide)
Context: Pupils learn about features of rivers
and how and why they developed.
Why was it chosen? It demonstrates how
children are asked to apply their knowledge to
real case studies.
What does it show children know understand
and can do? This child has combined ideas to
explain a geographical process in action. This
pupil has explained geographical patterns, with
reference to a specific locality .
1a: Achievement is high and pupils make good progress when
considered in relation to age, ability and prior experience
8. Year: 5
Year:
Unit ofof Work: Rivers and Coasts
Unit Work:
Complementary work submitted: formation of different physical features.
Context: Pupils explore the
Context:
Why was it chosen? This piece demonstrates the child’s clear understanding of the topic covered and the
Why was it chosen?
enthusiasm they have for the subject.
What does it show children know understand and can do?
What does it show children know understand and can do?
BECAUSE...
This pupil has an excellent understanding of the formation of the waterfall and can explain the geographical
processes that occur.
1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience
9. . Section One: What is Geography like at our school?
Assessment is key to successful monitoring of pupil progress and planning
future lessons. Initially children’s existing knowledge and understanding is
assessed through formative assessment. Pupils are asked for their knowledge on a
particular subject or in some cases draw concept maps. From here the teacher
then understands how to build upon this prior knowledge. This also provides a
useful tool for further assessment as the children can add to their concept maps
once a lesson is completed enabling the child and teacher to see how their
learning has progressed.
The lesson itself is also evaluated and the teacher will judge how it can be
improved in future. As we are a four form entry school, these improvements will
be discussed initially at year group meetings and if it is an aspect that applies to
the whole school teaching of geography it will be discussed at staff and curriculum
meetings also. This evaluation will then inform the planning for the next lesson.
One example of this is the introduction of geography mental starters across the
whole school, which is discussed in section two.
1b: Assessment is seen as an essential tool in planning learning and monitoring pupil progress
10. Section One: What is Geography like at our school?
It is essential to ensure that children’s different learning styles are catered
for and as mentioned in section 1a that the work is differentiated. When the
children in Year Five learnt about rivers they created a river as a class with children
taking on the roles of its various features and positioning themselves along the
course (a large blue sheet!). The children also held signs to show what feature they
were representing and a group of more able children provided a commentary as a
water droplet (child) travelled down the river.
If children are expected to improve their attainment, they need to be able to
recognise how to build on the knowledge they have already. Peer and self
assessment is an important aspect of this. Children are encouraged to evaluate
their performance and that of their peers. The learning objective and success
criteria are shared with the children during all geography lessons so that they can
recognise the progress they are making.
1b: Assessment is seen as an essential tool in planning learning and monitoring pupil progress
11. Section One: What is Geography like at our school?
Year 3 on a field visit to Wisley
Gardens to explore ecosystems
and habitats.
Year 4 extending
their learning
outside the
classroom and
developing their
mapping skills.
Interpretation of knowledge
Year 4 exploring through synthesis -
ecosystems in Year 4 becoming the river to
the school pond. help them to learn new
vocabulary.
12. Section One: What is Geography like at our school?
Fieldwork and Active Enquiry Learning
Throughout the school, hands on experiences in fieldwork are planned in every
year group. For example, the topic in Year Five on rivers begins with the learning of relevant
vocabulary initially through secondary sources, then to be experienced in the real world
during field trips. Through first hand experience learning becomes purposeful and easier to
see how geographical features affect the surrounding environment and how humans have
impacted upon these processes.
In Year Six, the children learn about different settlements and how they are
formed. During lessons they are able to compare localities: Farnham and Shrewsbury
(location of their residential visit). They use the knowledge they have gained and apply this
to identify features of these two areas. They are then encouraged to consider the problems
and issues faced within these areas for example traffic. The children then have the
opportunity to explore whether the Menin Way has a traffic issue and if it does they are able
to create solutions to these problems.
These are just two examples but there are many other opportunities within year
groups where the children are able to complete fieldwork successfully as a result of their
existing knowledge from previous lessons then build upon and strengthen this as a result of
their enquiries.
1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography
13. 1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography
Section One: What is Geography like at our school?
Year 5 pupils putting their
knowledge into place by
researching the way river
changes at various point along
its course.
Year 5 learning the key
vocabulary before fieldwork Application of Knowledge
begins. Exploring the geology of the
Displays in school to support site and putting the classroom
fieldwork completed at knowledge into practice.
Osmington Bay.
14. Section One: What is Geography like at our school?
1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography
Year 4 using maps and
grid reference skills to
explore land use and
geographical features.
These pupils are
specifically
researching
Marchant’s Hill, prior
to their residential
visit.
Pupils identify animals from
different habitats and develop their
orienteering skills further.
15. Section One: What is Geography like at our school?
ICT having a clear impact on the way that children learn and enjoy geography
The majority of children thoroughly enjoy ICT and it is a very powerful tool to extend and
enrich the curriculum.
Using Virtual World means that teachers are able to show children this
with ease. It also offers exciting ways to review their knowledge through
games and activities. ICT also refers to the use of equipment to collect data
during fieldwork activities. Pupils use data loggers enabling children to
collect data regarding sunlight, sound, precipitation and much more. The
data can then be transferred to the computer for the children to analyse.
Children using
Virtual World to
locate India and
compare position
to own locality.
Virtual Geography is an excellent resource for explaining
concepts and introducing new topics to pupils, they are then able
to complete activities that consolidate the new knowledge they
have gained. When studying localities, it is essential that children
are aware of where it is relation to the locality where they live and
are able to compare and contrast them.
Both fieldwork and ICT dramatically enhance the enjoyment and enthusiasm children
show when learning during geography lessons.
1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography
16. Year: 6
Unit of Work: Settlement patterns.
Year:
Context: Pupils explore the different types of settlements then investigate how and why they develop in the way they
Unit of Work:
do. The pupils then submitted:
Complementary work design their own settlement considering the amenities and facilities the people would require.
Context:
Why was it chosen? This demonstrates a cross-curricular link with ICT and how the use of ICT supports pupils’ learning of
Why was it chosen?
geography.it show children know understand and can do?
What does
What does it show children know understand and can do?
BECAUSE...
This pupil understands the importance of transport links when developing a settlement. They recognise that linear
settlements form as a result of location along roads and rivers. They are using their geographical knowledge to
investigate places.
1a: Achievement is high and pupils make good progress when considered in relation to age, ability and prior experience
1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography
17. Section One: What is Geography like at our school?
Within all topics covered children are encouraged to
relate the information they encounter to real world examples and case
studies. By developing this thought process, it enables them to
consider outcomes, causes and solutions to problems caused by both
humans and nature. Furthermore, it encourages young geographers to
become global citizens and in turn spread the knowledge to their
families and friends.
At South Farnham, we achieve this by careful planning of
activities that the children can relate to for example the Year Six traffic
survey. The children of Year Six also explore the rainforest; learning
about its beauty and the diversity of flora and fauna that can be found
there. The children take the time to consider the impact that clearing
these can have on this delicate ecosystem. In addition to this they can
explore reasons why deforestation occurs and the ways in which we
can help at a local level for example recycling.
The teaching of geography needs to link all these issues Year Six work detailing the layers of the
together and encourage the children to consider how these important rainforest. They will consider the effects
global issues are related and more importantly encouraging them to human impact can have. They also compare
see how can shape the future of these situations. and contrast living conditions here with their
own experiences.
Year Six researching
their rainforest
projects.
1d: Geography is seen as a key subject to engage creative and critical thinking about `people & place’, local and global change and possible futures
18. Section One: What is Geography like at our school?
Staff view this garden project as pivotal for
establishing the children’s connection to
the world around them. Each year group is
responsible for a plot thus involving all 535
children.
Children now have the opportunity
to eat the food they grow promoting
the idea of sustainable development.
1d: Geography is seen as a key subject to engage creative and critical thinking about `people & place’, local and global change and possible futures
19. Year: 6
Unit of Work: The Rainforest
Complementary work submitted: Rainforest
Layers previous slide.
Context: Pupils begin their topic by researching
the rainforest . They extract information then
later use this to compare this locality with their
own.
Why was it chosen? It demonstrates creative
thinking and cross curricular links with Science
and Art.
What does it show children know understand
and can do?
This pupil can recognise and describe
geographical patterns in relation to the weather
experienced in the rainforest. They have draw
on their own knowledge and understanding to
select and present information.
1a: Achievement is high and pupils make good progress
when considered in relation to age, ability and prior experience
1d: Geography is seen as a key subject to engage creative and critical
thinking about `people & place’, local and global change and possible
futures
20. Year: 6
Unit of Work: The Rainforest.
Complementary work submitted:
Rainforest fact file previous slide.
Context: Pupils begin their topic
by researching the rainforest .
They then use this knowledge to
create a fictional creature that
will need to be adaptable to the
conditions experienced there.
Why was it chosen? It
demonstrates creative thinking
and cross curricular links with
science .
What does it show children
know understand and can do?
This pupil can draw on their skills
and knowledge to think
creatively. This piece shows a
sophisticated understanding of
the ways that animals adapt and
are dependent upon their
1a: Achievement is high and pupils make good progress
when considered in relation to age, ability and prior experience environments.
1d: Geography is seen as a key subject to engage creative and critical
thinking about `people & place’, local and global change and possible
futures
21. Section One: What is Geography like at our school?
It is essential to make links between what is taught to the children’s experiences of the real world.
geographical knowledge is the foundation to many experiences encountered in everyday life. It is
essential that from a young age children develop their basic geographical understanding for example
the location of countries and capital cities within the world.
The geography team also recognises that there are many other opportunities where this knowledge
can be developed outside of the geography lesson for example asking children to name the capital of a
city as part of a class game.
‘Geography in the
news’
Screen shot of our
MLE reporting
further destruction
in the Amazon
rainforest.
It is also important to draw children’s awareness to geographical issues that are covered in the
news. On our virtual learning environment we have an area where children can explore these news
stories as they develop. In addition to this we share news stories within lessons if they occur in a
locality being studied.
1e: Core geographical knowledge underpins children’s learning about the world
1c: Fieldwork, active enquiry learning and the use of ICT has a clear impact on the way children learn geography
22. Section One: What is Geography like at our school?
Developing global citizens
Creative displays
help to keep other During International club,
children enjoy a Japanese
cultures at the
film whilst others prepare
forefront of the Manga drawings to send
children’s minds. to our link school.
Throughout the year, children enthusiastically
collect resources to send out to schools in
Malawi. The children learn that their
contribution has had such a huge impact on
children whose lives are less fortunate than
themselves thousands of miles away.
Also see section three for Eco-school and International work which are
both whole school initiatives.
1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives
23. Section One: What is Geography like at our school?
Geography is able to support other curriculum areas whilst maintaining its own distinct character.
Science:
Pupils consider
the how animals
adapt to their
rainforest habitat. Art:
Children create
batiks of rainforest
Science: animals.
Pupils explore
food webs in
the rainforest.
Art and DT:
Children created a
Literacy and ICT: new creature within
Newspaper the rainforest by
article on the drawing on their
discovery of a existing knowledge.
new creature.
1f: Geography supports other curriculum areas, contributes to the enjoyment and achievement of learners and to whole school initiatives
24. Section 2: How effective is subject
leadership and management?
Our Vision:
Within our geography curriculum we aim to develop children’s understanding of
the features and conditions that make up the physical environment. We aim to stimulate their
interest in their surroundings and develop their skills through first-hand experience and
geographical enquiry. At South Farnham, we hope that our children develop an informed
concern about the quality of their world and leave the school with a clear understanding of
what it means to be a global citizen (See Geography Policy).
Geography is highly valued within the school. The planning is reviewed in line with the school
policy, school development plan and National Curriculum. The policy itself has been written
and prepared by the teaching staff and SLT so the vision for geography is a shared one.
A range of teaching approaches are embedded throughout the Geography planning in all year
groups in order to deliver high-quality geography lessons. This is underpinned by auditory,
visual and kinaesthetic methods as well as the use of higher order questioning skills
illustrated by the Bloom’s taxonomy. (See Medium Term Plans).
2a: There is a `vision’ for geography that is helping to shape the way that the subject is taught. This vision informs the
geography policy and guides the writing of schemes of work based on the NC. It has the clear support of the HT and SLT.
25. Section 2: How effective is subject
leadership and management?
Subject meetings take place once every half-term. Within them, the team are able to review the
effectiveness of any new resources that have been implemented and discuss the outcomes or new ideas
gained from attending network meetings or courses. In addition to this they can review the policy and
School Development Plan before it is shared with the rest of the staff.(See meeting minutes and School
Development Plan for Geography).
Assessment for learning is a key strength at South Farnham. Each term a piece of work from each
core and foundation subject is levelled which, over the year, is collated as part of a portfolio of evidence
for each individual child. This work is then levelled and recorded on the school network. Teachers have
found that this levelling drives improvement forward in a positive way as teachers are able to identify
what a child has achieved and provides a clear direction for how to improve both within the current class
and when the child moves to the next. The portfolios are then passed on to the child’s secondary school at
the end of Key Stage Two.
Evaluation of the provision of resources is an ongoing project. A resource audit will occur before
the final curriculum meeting of the year. The subject leader provides the teachers with educational
publications to explore which resources they feel would enhance the curriculum in their year group.
Resources are held in central location for all staff to access. Resources specific to a year group are to be
held by the year coordinator. ICT resources are available on the school network so all staff have access.
2b: The subject leader formulates clear and relevant development targets to guide teaching in the school. Subject
monitoring is focused on ensuring curriculum provision has a clear impact on pupil progress, identifies the professional
development needs of staff, supports transition within and beyond the school and ensures adequate resources are available
for geography.
26. Section 2: How effective is subject
leadership and management?
Our vision is that the teaching of geography is engaging, challenging and interesting for the
children. The geography team decided that the introduction of mental starters similar to
those used in other subjects like maths would create a way to engage the children instantly at
the beginning of a lesson. These have since been incorporated throughout the school and all
staff have a set of starters they can refer to for each of their geography lessons.
These starters may range from ‘walking ’ around a locality they may be studying using Google
maps or playing ‘Just a Minute’ which requires the children to define a geographical term
without repetition, hesitation or deviation (See attached starters list).
Plenary sessions offer a valuable time when pupils can reflect on their new knowledge and
make links to what they will be learning in future. Teachers will use this time to explore what
helped a child when they were stuck, to consider the new information they have learnt and
to think of strategies to ensure they retain the new information.
2b: The subject leader formulates clear and relevant development targets to guide teaching in the school. Subject
monitoring is focused on ensuring curriculum provision has a clear impact on pupil progress, identifies the professional
development needs of staff, supports transition within and beyond the school and ensures adequate resources are available
for geography.
27. Where next?
The geography team are always seeking opportunities to improve and further
develop the teaching of geography and in turn the experiences our young
geographers encounter. The geography team are always seeking opportunities to
improve and further develop the teaching of geography and in turn the
experiences our young geographers encounter.
1. We are very proud of the extensive fieldwork opportunities that are available to the
children. In the future we aim to incorporate even more into the curriculum which
are relevant to the children’s own lives and consider real-life issues they could face
in their lifetime.
2. Through our ‘Bright Futures’ program, professionals in various fields of work have
been able to discuss their life experiences and careers with the children. We are
aiming to encourage more speakers from a geographical background to draw the
children’s attention to the possible careers that await them within this subject
teaching them how to turn their enthusiasm into a career.
3. The school has very much enjoyed developing a close partnership with our
Japanese link school. With the guidance of the British Council, we hope to be able
to experience exchanges and visits to each others’ schools.
28. Section Three: Geography at our school
Originally the reason for entering the Quality Mark was as a result of a desire
to raise the profile of geography within the school. Having successfully achieved
this, the new target was to maintain geography’s developing status and continue
to encourage children to enjoy and achieve through its teaching.
During the past three years, since obtaining the award, the geography team
have been encouraged by the enthusiasm and support of the staff to maintain
the high standards reached within the teaching of this subject.
Although the school has much to be proud of, one of the key reasons for its
success is its desire to continually ‘pursue excellence’. With this in mind the
position of geography has been continually reviewed by the staff to identify
areas for further development.
29. Section Three: Geography at our school
In order to raise the profile of children’s awareness of world geography, a
strong partnership has been developed with a school in Japan.
The children regularly exchange
information about their school
life and experiences of living in
their countries so that they can
compare and contrast
geographical differences in
surroundings between the
two schools.
Children are able to draw
comparisons between the two
different geographical settings:
our school and theirs.
An area of the school has been dedicated to the sharing of this
information so that children are able to explore the pieces of work at their
leisure. We are also in the early stages of a new partnership with a school in
France and a similar area has been created to display that correspondence.
30. Display
celebrating the
work received
from our link
school in France.
A map encourages
children to consider
the location of the link
school. They are then
able to use the large
canvas map to explore
the location of the
country in relation to
where they live.
31. Section Three: Geography at our school
The overall profile of geography within the
school has been raised. Beautiful, interactive
displays within classrooms and corridors are
a regular sight. In addition to the centrally
located three metre by two metre world
map a large globe hangs impressively in an
area where it is seen on a daily basis.
Recently a new canvas map of the British
Isles has also been carefully positioned
where children are able to take the time to
consider the position and location of certain
towns and cities. All three are enjoyed and
used by staff and students alike as part of
lessons and general discussions about the
world’s countries.
32. Both children and staff
are regularly seen
researching the
locations of different
countries.
The globe hangs proudly
in a stairwell passed by
the majority of students
daily.
This prominent feature
encourages talking
points surrounding
geographical issues.
33. Successful geography
displays inspire children
to explore topics further.
Interactive displays
pose thoughtful
questions to engage
the children.
Displays also support
children who may need
help to retain or access
the information
explored.
34. Section Three: Geography at our school
One of the aims of the geography team was to encourage children to
relate the knowledge they learn to world issues and to consider what can be
done to help at a local level. With this in mind, the geography co-ordinator
and team set up an eco-council who meet on a regular basis to discuss the
‘green’ needs of the school and local community.
The Eco-School Action Team is run by the children with the support of
parents, teachers and the governing body. These ambassadors for geography
have been part of many successful projects including the re-development of
the pond area, ways to increase the diversity of species found within the
school grounds and are embarking on an exciting project to re-design the
school courtyard so that it can become an area to facilitate geographical
enquiry. These children take pride in what they do and regularly share their
ideas with the other children within the school.
35. The children are creating bug
boxes as part of the re-
development of the school These areas then provide
pond. an opportunity to for the
children of Year Four to
directly study different
habitats within the school
grounds.
This encourages
the children to
consider the
important issue
of sustainable
development.
Through the use
of recycled
materials they
are able to
consider how
this benefits the
environment
around them.
Putting the creations into
place.
36. Geography continues to prosper and develop within our school; the
process of reviewing targets and setting new ones is continual.
All staff at the school are keen to continue to ensure that Geography
remains a focal point of learning within day to day school life.
