At Rushmere Hall, the intent of our Geography curriculum is to teach all our children about their position within the world, from the local to the global perspective. The Geography Curriculum will open doors to an understanding of the wider world, whilst also deepening the children’s knowledge of, and appreciation for, our local area. Our curriculum ensures a correct progression of geographical skills and the important acquisition of a body of knowledge. The curriculum ensures that children have experience of fieldwork skills, using both our school grounds and the local area where field work is used to consolidate their learning.

At Rushmere Hall, there is an equal balance between the teaching of History and Geography, with each being taught for 3 half terms. For 2 of these half terms, the children will be taught specific Geography units e.g. Coasts (Year 5) and Weather (Year 2) and for the other half term, the children will be taught Geographical Skills. Practical skills and field work, especially in the Geographical Skills unit of work, will provide opportunities to develop wider skills and capabilities such as map reading and orienteering. The skills being taught are progressive throughout all of the units of work. Teachers also explicitly teach the units of work by highlighting links to previous learning e.g. deforestation in Year 4 and how this relates to the impact of tourism in St Lucia (Year 6). Planning takes account of children’s prior knowledge and is adapted to meet the needs of all of the children. Subject matter is taught through the use of a Knowledge Organiser which outlines knowledge (including subject specific vocabulary) which all children must master and apply in lessons. A cycle of lessons for each unit of work are carefully planned for progression and depth concentrating on the geographical skills suited to the age group. Understanding is regularly checked in a variety of ways, e.g. low stake ‘pop’ quizzes, to support learners’ ability to retain previous learning and increase space in the working memory and also the use of Challenge Questions for pupils to apply their learning in a philosophical/open manner. Appropriate curriculum themed homework tasks, which children may complete with adults at home, are also offered to extend opportunities to consolidate learning. Learning opportunities are maximised by, for example, planning trips and inviting visiting experts in to school in order to enhance the learning experiences for all. Additionally cross-curricular links are exploited as lessons can fit into wider schemes of learning throughout their time at primary school e.g. compass directions from Maths. 

Please see our SEND page details for how ALL subjects are adapted to meet the needs of all pupils. The following subject specific adaptations are made in Geography to allow all children to access the knowledge and skills required. 

• Being supported by a signer of BSL or Makaton for those who have hearing impairments or speech and language difficulties. 
• Adapting trips for children with physical disabilities. 
• Differentiating lessons or outcomes to allow all children to access the learning.
• Pre-teaching as appropriate.

Our Geography Curriculum is high quality, well thought out and is planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

• A reflection on standards achieved against the planned outcomes
  
• A celebration of learning which demonstrates progression
  
• Tracking of gains in each quiz
  
• Pupil discussions about their learning