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Attendance

Attendance
  • Bath 100%
  • Exeter 93.9%
  • Hertfordshire 99.6%
  • Kent 96.2%
  • Middlesex 97.1%
  • Plymouth 96.9%
  • Swansea 92.6%
  • Ulster 100%
  • York 97.7%

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Shenley

Primary School

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Geography

Subject Intent

At Shenley Primary School, our aim is to inspire in pupils' curiosity and fascination about the world and its people and that this knowledge will remain with them for the rest of their lives. Our carefully planned curriculum ensures our pupils are equipped with knowledge about diverse places, people and resources; as well as giving them opportunities to explore natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Children are encouraged to think about their own actions and how they can impact life on our planet, as well as tackling local, national and global issues facing our society. Children will develop a contextual knowledge of the location of globally significant places. This includes both terrestrial and marine environments, learning about their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.

Geographical fieldwork skills are embedded through all of the topics covered and pupils are given opportunities to develop and refine these skills. Through investigative fieldwork, children will learn to collect, analyse and communicate with a range of data deepening their understanding of geographical processes. They will collect and interpret information from a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS). Pupils will develop their ability to communicate this information in a variety of ways; through maps, numerical and quantitative data and writing at length. As pupils progress through the school, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

We actively encourage our pupils to reflect on what they have learnt and to make links with other areas of the curriculum. They are given time to make links between different areas of Geography studied in order to build up a complete picture of the world and its people. Geographical terminology and vocabulary is taught right from the start and becomes more sophisticated as the children’s understanding improves.  

At Shenley, we closely follow the National Curriculum objectives and have made careful provisions to ensure all areas of study are covered by the time children leave in Year 6, with the teaching of geographical fieldwork skills deeply embedded in each topic. These skills are continually developed and refined as children progress throughout the school. Our comprehensive progression of skills facilitates children in making good progress by supporting teachers in pitching lessons appropriately in accordance with the needs of their class.  We carefully monitor our children from their starting points in Nursery or Reception to ensure they have every opportunity to make good progress and to reach their full potential. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

 

National Curriculum Aims for Geography  

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 the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

 

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