Fostering a better understanding of communities, appreciation of surroundings and an awareness of the diversity of physical and human conditions.

A. INTRODUCTION
This policy outlines the teaching, organisation and management of Geography taught and learnt at Arnold Junior School. This policy has been drawn up as a result of staff consultation. The implementation of this policy is the responsibility of all the teaching staff.

AIMS
When teaching Geography we aim to:
• Foster a better understanding of communities, appreciation of surroundings and an awareness of the diversity of physical and human conditions.
• Enable children to recognise how places and people are interdependent and appreciate the need for responsible actions and attitudes towards the earth and its population.
• Nurture informed responses to geographical issues including how land is used, where people live and why, employment patterns and economic development.

These aims can be met if we enable children to develop the following Geographical skills:
• use and understanding of maps, including OS, commercial and pictorial maps and maps made by pupils themselves
• fieldwork techniques and the use of Geographical equipment
• data handling, collection, interpretation and evaluation
• problem solving, posing and answering questions using relevant data and resources
• making comparisons between localities both in the UK and world wide
• identifying physical and natural processes which cause change
• investigating the influence of man in the landscape.

EQUAL OPPORTUNITY
We are committed to providing a teaching environment conducive to learning. Each child is valued, respected and challenged regardless of ability, race, gender, religion, social background, culture or disability.

B. TEACHING GEOGRAPHY

Teaching time
Geography and History are taught in each year group. There is a balance of the two subjects over the two key stages. At Key Stage 1 teachers may choose to ‘block’ History or Geography lessons throughout a term or half term. At Key Stage 2 Geography will be taught weekly. The lessons will last for about 1 hour per week.

Foundation Stage
Please see the Foundation Stage Handbook.

Class Organisation
From Year 1, all pupils will have regular Geography lessons. Within these lessons there will
be a good balance between whole-class work, group teaching and individual practice.

Out-of-class work and homework
The regular Geography lessons will provide opportunities for children to practise and consolidate their skills and knowledge, to develop and extend their techniques and strategies, and to prepare for their future learning. These may be extended through out-of-class activities ( e.g. field trips to Formby, Lake District etc.) or homework. These activities will be short and focused and will be referred to and valued in future lessons.

Links between Geography and other subjects
Geography contributes to many subjects within the primary curriculum and opportunities will be sought to draw geographical experience out of a wide range of activities, including fieldwork. This will allow children to begin to use and apply Geography in real contexts.

Environmental Education
Environmental Education forms an integral and important part of the Geography curriculum. Within the scheme of work there are units that lend themselves to developing the children’s knowledge, understanding, concern and care for the environment.

C. SCHOOL AND CLASS ORGANISATION

How we cater for pupils who are more able
Where possible more able pupils will be taught with their own class and stretched through differentiated group work and extra challenges. When working with the whole class, teachers will direct some questions towards the more able to maintain their involvement. Very occasionally special arrangements will be made for an exceptionally gifted pupil e.g. they may follow an individualised programme with more challenging problems to tackle.

How we cater for pupils with particular needs
The regular Geography lesson is appropriate for almost all pupils. Teachers will involve all pupils through differentiation.

Pupils with special educational needs and individual education plans
Teachers will aim to include all pupils fully in their Geography lessons. All children benefit from participating and watching and listening to other children demonstrating and explaining their ideas. However a pupil whose difficulties are severe or complex may need to be supported with an individualised programme in the main part of the lesson.

Resources
Resources for Geography are kept at present in individual teacher’s classrooms but it is hoped that a more permanent base will be found for them in the teacher’s work room.

Health and Safety
In their planning of activities, teachers will anticipate likely safety issues. They will also explain the reasons for safety measures and discuss any implications with the children. Children will always be encouraged to consider safety for themselves, others and the environment and the resources they use, when undertaking Geographical activities.

Information and Communication Technology
ICT will be used in various ways to support teaching and motivate children's learning. The internet, in particular, is a useful source of information and children should be encouraged to use this resource individually and in small groups for research. ICT will involve the computer, and audio-visual aids. These will be used in Geography lessons when it is the most efficient and effective way of meeting the lesson objectives.

Assessment
Assessment can take place at three connected levels: short-term, medium-term and long-term. These assessments can be used to inform teaching in a continuous cycle of planning, teaching and assessment. Short-term assessments will be an informal part of every lesson to check pupils’
understanding and give information, which will help teachers to adjust day-to-day lesson plans. Medium-term assessments will take place after each unit has been completed. Long-term assessments could take place towards the end of the school year to assess and review pupils' progress and attainment. Teachers will also draw upon their class record of attainment against key objectives and supplementary notes and knowledge about their class to produce a summative record. Accurate information will then be reported to parents and the child's next teacher.

D. MANAGEMENT OF GEOGRAPHY

Role of the Co-ordinator

KS1 Mrs Lawson, KS2 Mrs Dickson

• Ensure teachers are familiar with the policy and help them to plan lessons
• Lead by example in the way Geography is taught in own classroom
• To be enthusiastic about Geography
• Co-ordinate assessment procedures and record keeping so as to facilitate progression and cohesion
• Purchase, organise and review Geography based resources, ensuring they are readily available and maintained
• Be aware of national and local developments through reading appropriate materials and attending courses
• Prepare, organise and lead INSET, with the support of the Headteacher
• Co-ordinate filing of teacher generated work sheets
• Compile portfolios of children’s work with work samples from all year groups.
• Collect photographic evidence for Geography around school.
• Liaise with Key Stage 1 and Key Stage 3 teachers to encourage continuity of approach
• Liaise with Heads of Sections to ensure continuity across the Key Stages.
• Work co-operatively with the Learning Support teacher
• Observe colleagues from time to time with a view to identifying the support they need
• Contribute to the School Development Plan.

Role of Heads of Sections
To liaise with the co-ordinator and staff members to ensure continuity across the Key Stages

Role of the Head teacher
• Lead, manage and monitor the implementation of this policy, including monitoring teaching plans and the quality of teaching in classrooms
• Keep the governing body informed about the progress and profile of Geography within the school.
• Deploy support staff to maximise support as appropriate.
• Ensure that Geography retains a high profile in the school’s development work.

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