Geography at Stocksbridge Junior School
At Stocksbridge Junior School our Geography teaching is all about developing an understanding of our world, through experience, investigation and use of secondary sources. As well as learning about the World around us, Geography also enables us to gain a greater understanding of the ways of life and cultures of people in other places. The study of the local area is an important part of Geography taught at our school with activities being planned to build upon children’s knowledge and understanding of the local area.
Through our teaching of Geography at Stocksbridge Junior School, our intention is to inspire children’s curiosity and interest to explore the world that we live in and its people, and in turn, incite a passion for learning. Children will be equipped with essential geographical skills, which enable them to develop their knowledge of places, people and environments, both human and physical. Our Geography teaching will help children to acquire and develop the skills and confidence to undertake investigations, problem solve and seek answers to their own questions through exploration and research. By inspiring children’s sense of responsibility for the environment and people of the world we live in, we can increase children’s awareness of our changing planet and what is needed to improve and sustain it for future generations. Through our teaching, we intend to develop respect for, an interest in different cultures, races and religions, and in turn, understanding the relationship that the United Kingdom has with other countries.
As children move through school, their knowledge and skills will develop progressively, and they will be constantly making links to prior learning. This will enable children to retain, use and build on their skills and understanding as they make the transition to secondary education. Learning is continuously assessed throughout the lesson, with children accessing proof of progress tasks. Teachers also use quizzes both in lessons and at the end of micro-topics, as well as evidence seen in books to inform summative assessments. These methods also allow children to be aware of the progress they are making. Children are keen to celebrate their successes and challenge themselves with deeper learning tasks.