At Dalton School is our intention is that Geography is taught through topic work, as part of a whole school topic-based approach to teaching and learning. This enables teachers to forge cross curricular links giving a meaningful context for learning. Teachers make it explicit to children that they are learning geography skills and that they are being ‘Geographers’. Geography is important in our school as it provides a means of exploring, appreciating and understanding the world in which we live and how it has evolved. We explore the relationship between Earth and its people. It stimulates curiosity and imagination. Wherever possible, we aim to build upon the child’s ‘Individual Geography’ by developing geographical skills, understanding and knowledge through studying places and themes.
Our progressive schemes of work are designed to be modified for our children and their experiences. Staff review and adapt work and learning to meet our children’s needs. Fieldwork sessions are incorporated into schemes of work to actively engage the children in their learning.
The progressive skills learning challenges that are used, to plan and teach humanities, ensure that children are accessing work at age related expectations, with regular opportunities to be challenged through higher-level objectives.
At key stage 1, our children develop knowledge about their own locality in Huddersfield, the United Kingdom and the World. They can understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
At key stage 2, children extend their knowledge and understanding beyond the local area to include the United Kingdom, Europe, North and South America. This includes the location and characteristics of a range of the world’s most significant human and physical features. Our children develop their use of geographical knowledge, understanding and skills to enrich their location and place knowledge.
At Dalton School children have learning journeys (Reception and Year 1) and topic books (Years 2 to Year 6) to enable the children to make cross curricular links.
The children’s learning and understanding is assessed according to the learning challenge age related expectations which directly links with the 2014 National Curriculum statements for Geography. This is both ongoing, to inform future planning, and summative to share with staff, leaders and parents. This ensures the pitch of lessons is well matched to individual children’s needs and that, by the end of each key stage, required content within the National Curriculum is adequately covered to prepare pupils for the next phase of their education. As part of the monitoring, review and evaluation, Leaders conduct book monitoring, lesson observations, pupil voice and interviews with the children to discuss their learning and establish the impact.