The Springfields Academy

Reach South Academy Trust

Our central mission is for Reach South pupils to aspire to achieve beyond the expectations that others place on them.

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Geography

"To build safe, independent lives for autistic young people through support, understanding and enablement"

A high-quality Geography curriculum inspires all pupils to learn about the world they live in. It provides opportunities for pupils to become more confident in a way communicate their ideas both verbally and in their written work.  In Geogrpahy we will look at where we live at a local, national and international level, look at human and physical features of the world and consider the impact that we have as humans on our planet.

  • Develop confidence in written and verbal communication.
  • Develop independent learning skills
  • Create an understanding of the local area and the wider world
  • Ensure that pupils can live safe and independent lives while being as sustainable as possible

Implementation:

The geography curriculum is sequenced to provide a coherent subject scheme that develops children’s geographical knowledge, skills and subject disciplines. Geographical locations are not specified in the national curriculum, so they have been chosen to provide a broad and diverse understanding of the world. Where there are opportunities for making meaningful connections with other curriculum areas, geography objectives are sequenced accordingly. 

 

In Explorer 1 I children to become familiar with what is around them, and understand the environment that they live in. Children learn about  a wide spectrum including places, materials, objects, plants and living creatures. Children are enabled to identify differences in their own environments and other places, as well as observe changes in animals and plants. This is taught through projects such as Me and My Community, Big Wide World, Lets Explore, Ready, Steady Grow and On the Beach.

 

In Explorer 2  each autumn term begins with essential skills and knowledge projects (Our Wonderful World or Lets Explore the World). Teaching these projects enables children to be introduced to, or revisit, critical geographical concepts, aspects, skills and knowledge. These projects prepare children for the study of more thematic geography projects in the following term. Other projects such as 'Bright Lights, Big City' introduce children to the geography of urban environments and the physical and human features of the United Kingdom. In contrast children carry out a detailed study of coastal geography in the project Coastline. This project introduces children to the geography of coastal environments and provides children with the opportunity for in-depth coastal fieldwork.

 

In Explorer 3 children begin with essential skills and knowledge projects (One Planet, Our World  or Interconnected World). Teaching these projects in  enables children to further develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term. Children study the project Rocks, Relics and Rumbles, which explores physical features and geographical phenomena, including earthquakes and volcanoes. In contrast, in the following curriculum cycle , children carry out a detailed study of the physical features of mountains and rivers, which includes opportunities for in-depth fieldwork.

 

In Explorer 4, children again begin with essential skills and knowledge projects (Investigating Our World in or Our Changing World ). Teaching these projects in Years 5 and 6 enables children to develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term. Children study the seasonal project Sow, Grow and Farm, which explores farming, agriculture and rural land use. In the next curriculum cycle children study the polar regions in the project Frozen Kingdoms. The project includes an in-depth analysis of the characteristics of these regions, including environmental issues.

 

Throughout the geography scheme, there is complete coverage of all national curriculum programmes of study. 

 

The Geography curriculum is fully differentiated to give every student the opportunity to gain a qualification in Geography, there is literacy support for students who need support in their writing, a range of teaching resources to support all types of learners.  All students will be entered into an entry level qualification. Some of pupils achieve a GCSE in Geography through a personalised provision program. 

 

Measuring the Impact of the Geography Curriculum:

The curriculum is evaluated through the termly curriculum review which is informed by:

  • Progress Frameworks - autism, knowledge and skills bespoke to cohort pathway. 
  • Progress towards EHCP outcomes 
  • Accreditation achieved 
  • Pupil progress and attainment cycle 
  • Pupil voice
  • Staff curriculum evaluation 
  • Parent voice 
  • Review of the curriculum development plan

 

Impact of the Geography Curriculum:

All Springfields pupils will leave the academy achieving as a minimum the Entry Level 1 qualification in English; some will achieve higher level qualifications such as further Entry Levels or where they have a particular talent a achieve GCSE Geography.