At Foxdell Primary School, the study of geography involves pupils exploring the  relationship and interactions between people and the environments in which they  live. We aim to generate a curiosity and fascination about the world and its people that we hope will remain with each child for the rest of  their lives.

Our pupils, through enquiry, learn about diverse places, people, resources, environments, to gain a deepening understanding of the Earth’s key physical and human processes. They learn about the formation of landscapes and environments over time. The curriculum is enquiry based and sequenced to ensure that pupils can build on previous knowledge and understanding as they tackle more complex and demanding content.

We adopt an enquiry based approach to  learning and teaching in geography which develops our pupils as young, knowledgeable geographers. Our pupils not only build subject knowledge and understanding but become increasingly adept at critical thinking, the use of specialised vocabulary and their grasp of subject concepts.

Geography lessons are  brought to life through memorable experiences including trips and visits and a variety of exciting and challenging activities. We structure learning in geography through enquiries about relevant geographical topics, places and themes. Our curriculum is therefore ‘knowledge rich’ rather than ‘content heavy’ so as not to restrict opportunities for pupils to master and apply critical  thinking skills and achieve more challenging subject outcomes.    

We use immersive learning in geography that provides sufficient time and space for pupils to acquire new knowledge and subject vocabulary, as well as develop subject concepts and understand the significance of what they have learned. Teaching in geography is interactive and practical, allowing opportunities for pupils to work independently, in pairs and also in groups of various  sizes both inside and outside of the classroom. Learning activities are varied  including the use of maps at different scales, geographical puzzles, photographs and drama.  Prior knowledge is revisited to give the lessons a meaningful context. This ensures knowledge becomes embedded so that pupils can build on what they know and understand from one year to the next.  

Each geographical enquiry has clear objectives and anticipated outcomes. They are  also carefully structured to enable pupils to build  their knowledge and understanding in incremental steps of increasing complexity.  

Our learning and teaching in geography also recognises the importance of fieldwork  with a number of our investigations involving observation, recording, presentation,  interpretation and the evaluation of geographical information gathered outside of the  classroom. Residential trips occurring in Key Stage 2 include fieldwork elements to  give children hands-on opportunities and memorable experiences. 

Each geography lesson has a clear objective and set outcomes for pupils in terms of  knowledge and understanding and skills acquisition. Lessons are inspiring, challenging and scaffolded to ensure that all children are engaged and able to access the curriculum.

When assessing pupils, evidence is drawn from a wide range of sources to inform the process, including  interaction with pupils during discussions and related questioning, day-to-day  observations, practical activities such as artwork and role play drama, the gathering, presentation and communication of information and writing responses.

The  outcomes of each lesson serve to  inform the teacher’s developing picture of the knowledge and understanding of each pupil and to plan future learning accordingly. Outcomes are used to build an  emerging picture of what the pupil knows, understands and can do.