Hasland Infant School
Geography Policy
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Geography Policy
Aims and objectives
Geography teaches an understanding of places and environments. Through their
work in Geography, children learn about the world, the United Kingdom and their
local area. They learn place and locational knowledge and how to draw and
interpret simple maps. Geography teaching also develops their knowledge and
understanding of human and physical geography and motivates children to find out
about the world around them.
The aims of Geography are:
 to enable children to gain knowledge and understanding of location and
places in the world;
 to enable children to identify human and physical geography and use
basic geographical vocabulary;
 to introduce children to geographical skills, including how to use, draw
and interpret maps;
 to introduce children to the skills of enquiry.
Teaching and learning style
We use a variety of teaching and learning styles in our Geography lessons. We
encourage children to ask as well as answer geographical questions. We offer them
the opportunity to use a variety of data, such as maps, graphs, pictures, and
photographs, and we enable them to use ICT in Geography lessons where this
serves to enhance their learning. Children also take part in role-play and
discussions. Wherever possible, we involve the children in ‘real’ geographical
activities, e.g. research of a local environmental problem.
We recognise the fact that there are children of widely different geographical
abilities in all classes and we provide suitable learning opportunities for all children
by matching the challenge of the task to the ability of the child. We achieve this by:
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setting common tasks which are open-ended and can have a variety of
responses;
using classroom assistants to support the work of individual children or
groups of children where possible.
Geography curriculum planning
We use the new national curriculum for Geography as a reference for our
curriculum planning. We have adapted the national scheme to the local
circumstances of our school, i.e. we make use of the local area in our fieldwork and
we also choose a locality where the human activities and physical features provide
a contrast to those that predominate in our own immediate area.
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Hasland Infant School
Geography Policy
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Our curriculum planning is in three phases (long-term, medium-term and shortterm). Our long-term plan maps the Geography topics studied in each term during
Key Stage 1. The Curriculum coordinator and Geography subject leader work this
out in conjunction with teaching colleagues in each year group. The children study
Geography in conjunction with other topic work. Some topics have a particular
geographical focus. We teach the knowledge, skills and understanding set out in
the National Curriculum through each topic.
Our medium-term plans follow the national curriculum objectives and give details of
these on the planning for each term. Because we have some mixed-age classes,
we do the medium-term planning on a two-year rotation cycle. In this way we
ensure that children have complete coverage of the knowledge, skills and
understanding required but do not have to repeat topics.
The class teacher is responsible for short-term plans. These plans list the specific
learning objectives. The class teacher keeps these individual plans, although she
and the Geography subject leader often discuss them on an informal basis.
We plan the topics in Key Stage 1 Geography so that they build upon prior
learning in the Early Years. Children of all abilities have the opportunity to develop
their skills and knowledge in each topic.
Foundation Stage
Geography in the Foundation Stage is taught as an integral part of the topic work
covered during the year. Geographical aspects of the children’s work are related to
the objectives set out in the Early Learning Goals (ELGs) which underpin the Early
Years Foundation Stage under the strand of Understanding the World. Geography
makes a significant contribution to the ELG objectives of developing a child’s
knowledge and understanding of the world. Through activities and play our children
explore and develop learning experiences which help them make sense of the
world.
The contribution of Geography to teaching in other curriculum areas
English
Geography makes a significant contribution to the teaching of English in our school
because it actively promotes the skills of reading, writing, speaking and listening.
We use big books of a geographical nature to develop the children’s knowledge
and understanding.
Mathematics
Geography in our school contributes to the teaching of mathematics as we
introduce children to scales in map work. We introduce the children to the concept
of using graphs to record data. In our Geography topics, children are given the
opportunity to investigate the distance between places and how long it would take
to travel to different parts of the world. Children are also able to look at currencies
used in different parts of the world and compare them to our own.
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Hasland Infant School
Geography Policy
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Computing
We make provision for the children to use the computer, IWB and specific internet
sites in Geography topics when appropriate.
Personal, social and health education (PSHE) and citizenship
We encourage children to join in projects such as helping others less fortunate than
ourselves.
Spiritual, moral, social and cultural development
We offer children in our school many opportunities to examine the fundamental
questions in life through the medium of Geography. For example, their work on
environmental issues leads children to ask questions about our World. Through
teaching about contrasting localities, we enable the children to learn about
differences in how people live.
Teaching Geography to children with special needs
At Hasland Infant School we teach Geography to all children, whatever their
ability. Geography forms part of the school curriculum policy to provide a broad
and balanced education to all children. Through our Geography teaching we
provide learning opportunities that match the needs of children with learning
difficulties and we take into account the targets set for individual children in their
Individual Education Plans (IEPs). All staff actively plan to ensure that materials,
resources and learning environments are accessible to all children.
Assessment
We assess the children’s work in Geography by making informal judgements as
we observe the children during lessons. Once the children complete a piece of
work, we mark and comment as necessary. At the end of half term/ term s/he
makes a summary judgement about the work of each pupil in relation to the
National Curriculum levels of attainment. We use this and an individual skills
assessment sheet as the basis for assessing the progress of the children and to
pass information on to the next teacher at the end of the year and as part of the
child’s annual report to parents.
Resources
We keep the majority of resources in a central store with a collection of Geography
wall maps and floor maps and atlases. Other resources are being built up in year
groups as new topics are being introduced. In the library we have a supply of
Geography topic books and there is some software to support Geography lessons.
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Hasland Infant School
Geography Policy
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Fieldwork
At Key Stage 1 we let all the children carry out an investigation into the local
environment and we give them opportunities to observe and record information
around the school site.
Monitoring and review
The Geography subject leader is responsible for monitoring the standard of the
children’s work and the quality of teaching in Geography. The Geography
subject leader is also responsible for supporting colleagues in the teaching of
Geography, for being informed about current developments in the subject, and
for providing a strategic lead and direction for the subject in the school. . When
Geography is a subject for review the subject leader is given management time
to enable her to fulfil her monitoring role.
Hasland Infant School is committed to safeguarding and promoting the welfare
of children.
Governors Approval……………………………………………………………………
Signed: …………………………………………………………………………………
Dated:………………………………………………………………………………….
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