At Ellison Primary Academy we shape our Geography curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum that encompasses the British Values throughout; ensuring the progressive development of geographical concepts, knowledge and skills about Earth.
At Ellison Primary Academy, we aim for a high quality geography curriculum which should inspire in pupils a curiosity and fascination about the world and its people. Geography is about the worlds places, people, resources and natural and human environments and a deep grasp of the Earth’s key physical and human processes. Geography is concerned with a knowledge about the world that deepens their understanding of the relationship between human and physical processes and the creation and use of land and environments as well as the changes over time. It will provide children with the underpinnings of a lifelong conversation and Earth and its properties as conservationists and caretaker’s. We want our children to enjoy and love learning about geography by gaining knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.
In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a half-termly or termly topic, focusing on knowledge and skills stated in the National Curriculum. At Ellison Primary Academy, we ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences.
We use a progressive concept-based curriculum and ensure our units are planned to include specific key questions which are focussed upon factual, conceptual and debatable content.
The impact and measure of this is to ensure that children at Ellison Primary Academy are equipped with geographical skills knowledge that will enable them to be ready for the curriculum at key stage 3 and life as an adult in the wider world while making sense of the world around them. Carefully planned entry and exit tasks allow for formative and summative assessment of learning and provide the opportunity for children to show what they know. Exit tasks are often in the form of an extended essay, debatable question, or a reasoned response to a stimulus. This ensures that children are to synthesis and elaborate on all of the knowledge that they have acquired throughout the teaching sequence, whilst also setting them up for success beyond the walls of Ellison Primary Academy.