Geography

WELCOME TO THE GEOGRAPHY PAGE

Mrs. Geoghegan - Geography Subject Adviser

          

My name is Mrs. Geoghegan and I teach in Class 8.  I am Subject Advisor for History and Geography and I also help to make sure that all our school trips are carefully planned and safe for our children to take part in.

In 2009, I graduated from the University of Chester, after 4 years of study, with a degree in Primary Education. Since then I have worked at schools in Chester and in other parts of Widnes, before coming to St Bede’s about six years ago for a short time and returning permanently in 2011. I feel very lucky to be able to say that I work in such a wonderful school and I really can’t imagine working anywhere else. The St Bede’s community feels like one big happy family!

I have a passion for teaching Humanities and enjoy my role as Subject Adviser for History and Geography. We offer wonderful opportunities at St. Bede's to study geographical features and apply our geographical skills. Fieldwork happens in all year groups and in different contexts: school grounds, local area and beyond. Pupils use digital mapping programmes, a range of communication media and critical thinking to compare places or to explain how and why they are interdependent. Our pupils have a strong curiosity in finding out about the world and the people who live in it. 

Curriculum Intentions

At St Bede’s, we want all children to become active and informed young geographers for the 21st century, who

  • have contextual knowledge of the location of globally significant places,
  • an understanding of the processes that have formed the human and physical features of our world and how these are interdependent,
  • are competent in the geographical skills needed to collect, analyse, interpret and communicate geographical data in response to an enquiry question.

Our Geography curriculum is knowledge-rich.

  • We aim to teach pupils locational knowledge of the world’s countries in the United Kingdom, Europe and North and South America, including their environmental and geographical regions, physical and human characteristics, countries and major cities.
  • We aim to develop pupils’ key geographic vocabulary, and use this confidently when explaining the locational features of our world (latitude, longitude, hemisphere, tropics etc.)
  • We want pupils to study the human and physical geography of these regions, so that they can understand geographical similarities and differences and the ways in which places are connected
  • We will support pupils to develop geographic skills and fieldwork techniques, such as using a range of maps and mapping software, use the eight points of a compass, read four and six-figure grid references, observe, measure, record and present data collected through fieldwork opportunities.

Our Geography curriculum is also humanity-rich.

  • We want to ensure that our children are prepared to play an active role as a member of society in the 21st century by being better informed about issues affecting their future.
  • We encourage children to develop a sense of responsibility for the Earth’s environments, places and people and act in accordance with their values of these.
  • We want to enable pupils to reflect and sometimes act to mitigate the ways we impact on other lives, environments and places, and consider sustainable approaches to living.
  • We want to engage pupils with the wondrous and hazardous nature of our world, to appreciate the diversity of places, environments, events and lives.

Teaching and Learning Intentions:

  • Geography is taught rigorously and consistently across the school, in line with other foundation subjects, so that all pupils acquire knowledge and build skills in the subject.
  • Teachers have the subject knowledge to deliver well-planned and sequenced learning opportunities which reflect breadth and ambition for all pupils, including SEND and DAP. 
  • Teachers use feedback effectively to deepen, challenge and support learning within the subject.
  • Opportunities are identified to develop fieldwork skills, particularly within the local environment, and to engage with local issues.
  • Opportunities for developing responsible, respectful and active citizens are taken within the subject.

Implementation

Organisation of Teaching and Learning

• Geography is taught discretely but thematic links may be made with other curriculum areas.

• Each unit of work is delivered throughout a term.

• A long term plan for geography has been created by the Subject Adviser.

• Medium term plans for each unit of work in geography have been created by teachers and are shared between year group partners to ensure consistency.

• Clear, focused objectives are set from long term planning.

• The themes for each unit of learning are based on Chris Quigley’s ‘More Creative Themes For Learning’.  Each theme is adapted by teachers to suit the needs of the learners in the class.  

 

Assessment

• Children’s learning is assessed using the school’s Effective Feedback Policy.

• Assessment takes place formatively during lessons and summatively at the end of a topic of work. Summative assessments are recorded using the language of Basic, Advancing and Deep, (which is equivalent to WTS, EXS and GDS). Teachers use a best-fit model to record against a pupil’s progress.

• Moderation of sample assessments and judgements is carried out by the Subject Adviser during work scrutiny.

Spiritual, Moral, Social, and Cultural Development.

The geography curriculum contributes to pupils’ spiritual, moral, social and cultural development. It is responsive to current affairs and school priorities and it enables pupils to recognise their local and global responsibilities as citizens. Additionally, International Days are recognised and celebrated in school. The school has been recognised as a Fair Achiever School, and has been accredited with an International School Award.  

Delivery of Teaching and Learning

Teachers use enquiry questions as a focus for lessons. Pupils are encouraged to raise their own questions and think critically about concerns and issues which affect the environment around us. Teachers use creative approaches within the classroom, where appropriate, to deepen pupils engagement with geography issues and the people affected by them.

Curriculum Breadth

The geography curriculum links with other areas, such as the CAFOD topic in Come and See, enabling pupils to develop an understanding of their responsibilities as global citizens and how decisions they make impact on others and the world around them.

Events and Extra-curricular opportunities

• Ignite Zoo Curriculum Project – a whole school cross curricular learning project to introduce the issues of conservation into the curriculum. This project will include a whole school visit to Chester Zoo.

Educational Visits

• Opportunities for residential visits include a geography focus.

Year 3 – London (visiting a capital city, undertaking tourist activities)

Year 4 – Peak District (features of area and fieldwork study)

Continuous Professional Development

• CPD opportunities for Subject Leader. Key messages are shared with staff during staff meetings.

• CPD library in the staff room with subject specific texts.

• Membership of Geography Association with simultaneous logins so that staff can access resources and relevant materials.

INTENT STATEMENT FOR GEOGRAPHY

At St Bede’s, we want all children to become active and informed young geographers for the 21st century, who

  • have contextual knowledge of the location of globally significant places,
  • an understanding of the processes that have formed the human and physical features of our world and how these are interdependent,
  • are competent in the geographical skills needed to collect, analyse, interpret and communicate geographical data in response to an enquiry question.

Our Geography curriculum is knowledge-rich.

  • We aim to teach pupils locational knowledge of the world’s countries in the United Kingdom, Europe and North and South America, including their environmental and geographical regions, physical and human characteristics, countries and major cities.
  • We aim to develop pupils’ key geographic vocabulary, and use this confidently when explaining the locational features of our world (latitude, longitude, hemisphere, tropics etc.)
  • We want pupils to study the human and physical geography of these regions, so that they can understand geographical similarities and differences and the ways in which places are connected
  • We will support pupils to develop geographic skills and fieldwork techniques, such as using a range of maps and mapping software, use the eight points of a compass, read four and six-figure grid references, observe, measure, record and present data collected through fieldwork opportunities.

Our Geography curriculum is also humanity-rich.

  • We want to ensure that our children are prepared to play an active role as a member of society in the 21st century by being better informed about issues affecting their future.
  • We encourage children to develop a sense of responsibility for the Earth’s environments, places and people and act in accordance with their values of these.
  • We want to enable pupils to reflect and sometimes act to mitigate the ways we impact on other lives, environments and places, and consider sustainable approaches to living.
  • We want to engage pupils with the wondrous and hazardous nature of our world, to appreciate the diversity of places, environments, events and lives.

Teaching and Learning Intentions:

  • Geography is taught rigorously and consistently across the school, in line with other foundation subjects, so that all pupils acquire knowledge and build skills in the subject.
  • Teachers have the subject knowledge to deliver well-planned and sequenced learning opportunities which reflect breadth and ambition for all pupils, including SEND and DAP. 
  • Teachers use feedback effectively to deepen, challenge and support learning within the subject.
  • Opportunities are identified to develop fieldwork skills, particularly within the local environment, and to engage with local issues.
  • Opportunities for developing responsible, respectful and active citizens are taken within the subject.

IMPLEMENTATION OF THE GEOGRAPHY CURRICULUM

Organisation of Teaching and Learning

• Geography is taught discretely but thematic links may be made with other curriculum areas.

• Each unit of work is delivered throughout a term.

• A long term plan for geography has been created by the Subject Adviser.

• Medium term plans for each unit of work in geography have been created by teachers and are shared between year group partners to ensure consistency.

• Clear, focused objectives are set from long term planning.

• The themes for each unit of learning are based on Chris Quigley’s ‘More Creative Themes For Learning’.  Each theme is adapted by teachers to suit the needs of the learners in the class.  

Spiritual, Moral, Social, and Cultural Development.

The geography curriculum contributes to pupils’ spiritual, moral, social and cultural development and it is responsive to current affairs and school priorities. It enables pupils to recognise their local and global responsibilities as citizens. International Days are recognised and celebrated in school and the school has been recognised as a Fair Achiever School and additionally has been accredited with an International School Award.  

Delivery of Teaching and Learning

Teachers use enquiry questions as a focus for lessons which encourages pupils to raise their own questions and think critically about concerns and issues which affect the environment around us. Teachers use creative approaches within the classroom, where appropriate, to deepen pupils' engagement with geography issues and the people affected by them.

Curriculum Breadth

The geography curriculum links with other areas, such as the CAFOD topic in Come and See, enabling pupils to develop an understanding of their responsibilities as global citizens and how decisions they make impact on others and the world around them.

Events and Extra-curricular opportunities

• Ignite Zoo Curriculum Project – a whole school cross curricular learning project to introduce the issues of conservation into the curriculum. This project will include a whole school visit to Chester Zoo.

Educational Visits

• Opportunities for residential visits include a geography focus.

Year 3 – London (visiting a capital city, undertaking tourist activities)

Year 4 – Peak District (features of area and fieldwork study)

Continuous Professional Development

• CPD opportunities for Subject Leader. Key messages are shared with staff during staff meetings.

• CPD library in the staff room with subject specific texts.

• Membership of Geography Association with simultaneous logins so that staff can access resources and relevant materials.

Assessment

• Children’s learning is assessed using the school’s Effective Feedback Policy.

• Assessment takes place formatively during lessons and summatively at the end of a topic of work. Summative assessments are recorded using the language of Basic, Advancing and Deep, (which is equivalent to WTS, EXS and GDS). Teachers use a best-fit model to record against a pupil’s progress.

• Moderation of sample assessments and judgements is carried out by the Subject Adviser during work scrutiny.

Our Geography curriculum has an ambition for high achievement amongst all pupils. Children should make progress and attain in line with or better than national expectations for the subject and attainment in other foundation subjects within the school. At St Bede’s, achievement in Geography is categorised and measured as follows:

Knowledge and Understanding

Pupils have a good knowledge, appropriate to their age, of where places are and how they are connected. They can make comparisons and describe similarities and differences. Pupils understand the world’s physical and human processes, including how they connect with and impact on environments and human activity. Pupils will also develop cultural awareness and an understanding of the diversity within our world.

Progression of Skills

Pupils use geographical enquiry and a range of fieldwork skills to support their achievement in geography. They develop skills around graphicacy: creating and interpreting graphs, plans and charts to communicate their learning. They use ICT and digital software to explore new places. Pupils develop an increasingly comprehensive geographical vocabulary.

Management and Evaluation of IMPACT:

• Annually, school management plan objectives are set relating to improving outcomes in the subject following data analysis.

• Termly, the subject adviser conducts a work scrutiny and or learning walk to monitor curriculum and pupil progress.

• Teacher assessments are carried out regularly and data is collated termly.

• Pupils are asked about their learning through pupil conferencing.

Impact

Knowledge and Understanding

Pupils have a good knowledge, appropriate to their age, of where places are and how they are connected. They can make comparisons and describe similarities and differences.

Pupils understand the world’s physical and human processes, including how they connect with and impact on environments and human activity. Additionally, they are able to develop cultural awareness and an understanding of the diversity within our world. 

Progression of Skills

Pupils use geographical enquiry and a range of fieldwork skills to support their achievement in geography. They develop skills around graphicacy: creating and interpreting graphs, plans and charts to communicate their learning. They use ICT and digital software to explore new places. Pupils develop an increasingly comprehensive geographical vocabulary.

Management and Evaluation of Impact:

• Annually, school management plan objectives are set relating to improving outcomes in the subject following data analysis.

• Termly, the subject adviser conducts a work scrutiny and or learning walk to monitor curriculum and pupil progress.

• Teacher assessments are carried out regularly and data is collated termly.

• Pupils are asked about their learning through pupil conferencing.

Below are a selection of websites that pupils can use to enhance and deepen their geographical knowledge. If you have any questions about geography at St. Bede's, please click HERE.  Additionally, I have detailed the intentions of Geography at school below, how we implement our intentions and the impacts this will have on our pupils.

Thank you for visiting the Geography Faculty Page!

 

                                 

BBC Bitesize         Topmarks Games         NatGeo Kids          3D Geography 

 

Files to Download

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Appleton Village, Widnes

Cheshire, WA8 6EL


Telephone

0151 424 3386