Scheme of work 

Why have we chosen Kapow Geography? 

• The scheme provides broad and balanced coverage of the National Curriculum strands for Geography as well as identifying: substantiative knowledge; disciplinary knowledge; procedural knowledge; and geographical concepts  

• Over the course of the scheme, children develop their understanding of the following key disciplinary concepts: Place; Space; Scale; Interdependence; Physical and human processes; Environmental impact; Sustainable development; Cultural awareness; Cultural diversity 

• Each six-lesson unit has a focus on fieldwork to allow children to observe and analyse geographical features in the school grounds and further afield  

• Fieldwork is planned using an enquiry cycle where children learn to question, observe, measure, record and present. THis helps them to think like geographers  

• Kapow is a spiral curriculum, meaning that all elements of learning are revisited and built upon with increasing levels of complexity  

• As children progress through the Kapow scheme, they will study locations across every continent. This exposes the children to a wide range of geographical contexts and environments, as well as diverse cultures, lifestyles and issues  

• Children are taught about environmental issues and the causes and implications of climate change 

• Each unit of lessons focuses on the key subject knowledge needed to deliver the curriculum, making links with prior learning and identifying possible misconceptions 

Delivery 

• In Y1-6, geography is taught every other half term and is delivered weekly (1 hour/week)  

• Every lesson is led by an enquiry question 

• Vocabulary is a focus of each lesson, every unit contains carefully planned Tier 2 and Tier 3 words 

• Worksheets are not used unless necessary, high expectations of every child means they are encouraged to show their learning through carefully planned learning tasks  

• Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts, concepts and vocabulary- these are shared with parents at the start of each unit of learning  

• Bloom’s Taxonomy is used to ensure all children are challenged through higher level thinking skills  

• Differentiation is flexible and not aligned to core subjects.  Children are encouraged to choose their own level of challenge.  

Assessment 

• Children complete a pre and post assessment task, teachers use this to pitch learning tasks and assess new learning at the end of each unit  

• Assessment for learning takes place in each lesson, enabling teachers to have high subject-specific expectations of all children  

• End of unit summative assessments are made by teachers, identifying those children who exceeded/did not meet expectations  

Learning environment 

• Key vocabulary is displayed in the classroom 

• Children’s work is celebrated through displays  

Enrichment 

• Geography in Action videos explain the careers and work of those in geography and environment-related fields. Dr Michael Leach, a wildlife photographer and author, discusses his love of geography, how he became interested in the subject, how he got into his job and what his job involve 

• Every child will experience at least 3 trips/special visitors linked to geography by the end of Y6