At Eccleston Lane Ends, we aim to inspire children to build their own thoughts and moral views towards our world. The children are encouraged to develop a greater understanding and knowledge of the world, through Locational, Place and Geographical knowledge. The curriculum is designed to equip pupils with knowledge about the Earth’s key physical and human processes, with strong links to diverse places, people, resources and natural and human environments.
Tasks are selected and designed to provide appropriate challenge to all learners, regardless of circumstances, in line with the school’s commitment to inclusion and the National Curriculum. At the end of each topic, key knowledge is reviewed by the children and checked by the teacher and consolidated as necessary. The local area is utilised to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice, especially during our Local History week. Pupil voice is used to enable leaders to assess the impact of the Geography curriculum.
By the time children leave Eccleston Lane Ends, they will:
- Have an excellent knowledge of where places are and what they are like.
- Have an understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
- Have an extensive base of geographical knowledge and vocabulary.
- Have the ability to reach clear conclusions and develop a reasoned argument to explain findings.
- Have a real sense of curiosity to find out about the world and the people who live there.
- Have the ability to express well-balanced opinions, rooted in knowledge and understanding about current and contemporary issues in society and the environment.
In EYFS, Geography is implemented through exploration of the world around us, as well as learning about people in the world. Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities, and traditions. Children also learn about the world, exploring similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur and talk about changes. Key learning and vocabulary are evidenced through floor books and Tapestry.