We are delighted to say that geography in primary schools in the 21st century is no longer about long lists of dry and boring facts, rather, at Lynch Hill, it is about understanding the world by: comparing locations; investigating; researching different sources; writing and talking about places; asking and answering questions.
Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. Here, we seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives. We want to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
Our curriculum is designed to develop knowledge and skills that are progressive, as well as transferable such as research, observation, measurement, recording and presentation. We intend for our Geography offer to be an offer for all, where necessary adaptions are planned and implemented so that all children are suitably challenged and can achieve.
At Lynch Hill, Geography is taught using the IPC units of study. This offers a cross-curricular approach and ensures that children are indeed able to make links and transfer skills. The key knowledge and skills are clearly identified for each topic and consideration is given to ensure progression across the school. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. IPC entry points offer children the ‘hook’ to awaken their interest and curiosity, and exit points enable pupils to showcase the depth of their learning. Every learner is different, but our IPC matrices allow for children to work towards mastery and extended learning projects encourage pupils to showcase this in their own way. Within lessons, children are given the opportunity to question, to present their thinking in different ways and to reflect upon their learning of new knowledge and skills.
To help children with real-life context, the local area is utilised where appropriate to achieve targeted outcomes and specific trips are planned to enhance learning.
Lesson visits, discussions with pupils, informal assessments and outcomes in topic books demonstrate children’s acquisition of identified key knowledge and skills. Displays will often map out the pupils’ learning journey and, as they progress through the school, they develop a deeper knowledge, understanding and appreciation of their local area and its place within the wider geographical context. The units of study also promote clear links with SMSC and our pupils are able to recognise the human impact on their local area and the wider world and consider what they can do, as global citizens, to make a more positive impact. Whole school projects like Change Starts with Us, have allowed the pupils in all key stages to contribute to displays that highlight some global issues and make those links with other subjects. Learning presentations showcase to a wider audience the children’s depth of understanding and how they are mastering subject specific vocabulary. The impact of Geography teaching at Lynch Hill is hopefully that we have helped to develop people with a strong sense of the world, their place in it and a sense of collective accountability.