The student has a high level of confidence in terms of their specialist and up to date knowledge of the world and its people.
Has the student made reference to any of the major concepts that underpin geography lessons (see below), are they embedded in planning?
Place:
- Contextual knowledge of location of significant terrestrial and marine places;
- Human and physical characteristics of real places; the physical (eg erosion) and human processes that shape these places;
- Children’s personal responses, connections and identities with places;
- Commonalities between places, as well as their uniqueness and differences;
- Changing nature of places; recognition that our perception of places may become outdated and inaccurate;
- Interest and sense of wonder stimulated through understanding of a complex and dynamic world;
- Contribution to learning and understanding of current and relevant local, national, global issues.
Environmental interaction and sustainable development:
Interaction (positive and negative) between people and the natural environment; environmental quality and its impact on people’s well- being; future of the environment - how and why it will change, possible outcomes.
Space:
Location of places and landscapes, why they are there, the patterns they create and how they are changing; interconnections between places and networks (eg travel networks) that are created by the flow of information, people and goods.
Scale:
Different scales and links between activities at different scales (eg between the personal + local scale and the global scale).
Reference to key geographical processes to ensure children’s progress in the above concepts
Geographical enquiry:
Asking key questions and collecting information, use of analytical and presentational techniques, clear conclusions, reasoned arguments, sense of curiosity of the world around them.
Fieldwork:
Selecting and using numerical and qualitative data, good links with teaching programme.
Graphicacy and visual literacy:
Use of atlases and globes, (aerial) photographs, mapwork routine and intrinsic part of learning, use of computing and GIS – to search, select, organise, investigate, refine and present information.
Geographical communication:
Using appropriate geographical vocabulary and conventions in both speech and writing.
Wider curriculum opportunities
- Making links between geography and other subjects including literacy and numeracy.
- Participation in informed responsible action in relation to geographical issues that affect children and those around them.
- Making links with wider agencies and community to promote learning.