Geography at Wittersham
Teaching and Learning
At Wittersham we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at Wittersham enables children to develop knowledge and skills that are transferable to other curriculum areas and which additionally promote their spiritual, moral, social and cultural development. Geography is an investigative subject which develops an understanding of concepts, knowledge and skills. We seek to inspire in our children a curiosity and fascination about the world and its people as well as promoting their 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. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at Wittersham and also to their further education and beyond. In order to achieve depth in the children’s learning, the key knowledge and skills have been identified in order to ensure progression throughout each year group. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points.
It is acknowledged that assessment is part of the overall effective planning and teaching of geography and focuses on how our children learn. Therefore, we use assessment as a vehicle to promote learning and understanding as well as developing the ability of our children’s capacity for self-assessment so they can become reflective learners. Formative assessment procedures that are used on a continuous basis by teaching staff to enable our children to achieve their potential, include:
- Observing children, not only watching but listening to them recount how they carried out their work and what they found out.
- Asking children open-ended questions that give them the opportunity to develop their own ideas.
- Providing children with activities that demonstrate that they have acquired skills or new learning.
- Allowing children to present their work in different ways, e.g. maps, diagrams, writing, drawing, speaking, role-play.
This invaluable assessment builds upon what our children know and leads to further progressive learning. Once a year a formal assessment is completed by class teachers on Target Tracker which provides end of year summative judgements that serve as a ‘best fit’ description of a child’s ability.
Assessment plays a central role in the learning process. It helps us to appreciate the different ways in which our children learn, identify what they know already and takes account of any misconceptions. It can:
- Provide a ‘snapshot’ of the knowledge and understanding achieved by our children.
- Be a support to determine the next stage for planning areas of learning.
We value the crucial link that exists between assessment in the classroom and the learning processes that exist. An anonymous saying expresses it as follows:
If you want a plant to grow, it is no good just measuring it, you need to give it the things that will make it grow. Children are the same, measuring them is not enough! They need to be given learning that makes them grow.
Click the link below to view our Progression of Knowledge & Skills Document
Progression of Knowledge & skills document for Geography