Brookfield Park Primary School are proud to support
Brookfield Park Curriculum Intent Statement (September 2021)
‘Enriching lifelong learning by promoting resilient, confident and caring pupils!’
WE WANT OUR PUPILS TO: -
Statement of Intent for Geography
Our high-quality geography education at Brookfield Park aims to inspire pupil’s curiosity, fascination and knowledge of their locality, their wider world and its people, that will remain with them for the rest of their lives. Helping them to build their own identity and their sense of place.
WE WANT OUR PUPILS TO: -
Our high quality teaching and learning at Brookfield Park will ensure that our Geography curriculum reflects the school’s local context by addressing any current gaps, and pupils’ needs.
The principal aim of our Geography curriculum is to support pupils' personal sense of awe and wonder of their world and increase the opportunities to explore the vast world around them by engaging in the questions…
“What is in and beyond Skelmersdale and how do other places around the world compare?”
“What is my place in the world and how can I find out more about the world beyond my town?”
Geography at Brookfield Park Primary School is taught in topic themed blocks throughout the year. We have identified the key knowledge and skills of each blocked topic and consideration has been given to ensure progression across topics throughout each year group and across the school, helping to build upon the children’s knowledge and skills. We use knowledge organisers to inform our medium and short term planning and delivery of the geography curriculum. At the beginning of each topic, children are given the opportunity to convey what they know already as well as what they would like to find out. This ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth the unit will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
Cross-curricular opportunities in geography are specifically planned for, with strong links between geography and other subjects identified, planned for and utilised, only when relevant, always avoiding making vague links for the sake of it.
The local area is utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded within practice, where appropriate.
The aims for implementation of our curriculum for geography at Brookfield Park Primary School are to ensure that all pupils:
1. develop contextual knowledge of the location of globally significant places, including their defining physical and human characteristics and how these change over time
2. are competent Geographical explorers, using “fieldwork” and “enquiry” to find out about places in an increasingly independent way, using a progressive range and development of mapping skills and vocabulary to:
3. collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
4. interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
5. be able to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Outcomes in topic and writing books, pupil voice, monitoring, book talks, informal conversations with staff, displays, feedback demonstrate evidence of a broad and balanced geography curriculum showing our children’s acquisition of identified key knowledge. Children review their successes in achieving the lesson objectives during their lessons and are actively encouraged to identify their own questions about their geography learning. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context. School trips provide further relevant and contextual learning.