At Wimbledon Chase, we want our children to have a curiosity and fascination with the world, and its people, that will remain with them throughout their lives. We are committed to ensure that all lessons promote independent learning and develop critical and inquiry based skills. The children will learn about and will investigate a range of places and cultures within Britain and the wider world to develop their understanding of human and physical geography.
How we teach Geography at Wimbledon Chase
Our geography lessons are taught through a key line of enquiry and in a content based approach. This enables our learners to put into context the geographical knowledge that they acquire, and benefit from a range of teaching methods that support all learning abilities and needs. Our lessons use a wide range of visual resources and practical activities in order to spark awe and wonder for the subject, part of our intent for the subject. The children at Wimbledon Chase also learn key skills such as geographical enquiry, the use and drawing of maps and learning about directions and locations.
At Wimbledon Chase the children are made aware of current affairs in relation to their local area and on a national and global scale. Wimbledon Chase is also a Rights Respecting school, and this is something that is woven into the Geography learning when exploring human Geography. The children also take an active role in supporting the local environment and take pride in considering changes that we can make to help with the environmental impact of our school. Our lessons are enriched with a range of different outdoor learning opportunities, with children going on trips to Painshill Park, developing orienteering skills and carrying out geographical surveys around our local area. As the children move through the years at Wimbledon Chase, we are proud that our teaching of Geography enables the children to learn a variety of new skills and develop their prior and existing knowledge. Through our Geography curriculum the children are able to transfer these skills to other curriculum areas, which can and are used to promote their spiritual, moral, social and cultural development.