Geography Curriculum Intent
At Perton First School we teach children to have a sense of identity through understanding where they are in the world and how they are linked to other places. We celebrate the similarities between ourselves and others, not only in our locality but across the world. We also want children to have an understanding of their responsibility to our planet and its inhabitants, including how they can best look after it.
We ensure high standards of teaching and learning in geography through the implementation of a curriculum that is progressive throughout the whole school. Geography is taught focusing on knowledge and skills stated in the National Curriculum. At Perton First School, we ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to follow maps in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2.
Our Geography Curriculum is progressively planned to ensure that children at Perton First School are equipped with geographical skills and knowledge that will enable them to be ready for the curriculum at Upper Key Stage 2 and for life as an adult in the wider world. We want the children to have thoroughly enjoyed learning about geography, therefore encouraging them to undertake new life experiences now and in the future.
Equal Opportunities and Inclusion
We ensure that the school meets the needs of all, taking account of gender, ethnicity, culture, religion, language, sexual orientation, age, ability, disability and social circumstances. It is important that in this school we meet the diverse needs of pupils to ensure inclusion for all and that all pupils are prepared for full participation in a multi-ethnic society.
Access to the Curriculum
All children have an entitlement to a broad and balanced curriculum, which is differentiated to enable children to understand the relevance and purpose of learning activities and experience levels of understanding and rates of progress that bring feelings of success and achievement. Teachers use a range of strategies to meet children’s special educational needs.