Led by: Miss Foster

The Nature of Geography

Geography inspires in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. It equips pupils with knowledge about diverse places, people, resources, and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Curriculum Intent

We believe that teaching geography gives children an understanding of their local environment, as well as the rest of the world. Through their work in geography pupils are given opportunities to compare their local environment to that of other regions in the United Kingdom and the wider world. Our aim is to ensure that we provide children with an appreciation of life in other cultures. We also wish to foster a sense of responsibility and commitment to sustainable development and becoming outstanding global citizens.

Our geography curriculum is designed to:

• stimulate children’s enthusiasm, interest, and curiosity about their surroundings in their local environment, as well as the wider world.
• enable children to gain knowledge and understanding of places in the world, as well as where they are in relation to their country and the wider world.
• create in them a sense of wonder and imagination about the physical and natural world.
• inspire a sense of responsibility and care for the environment and people of the world, at all levels from local to global.
• increase their knowledge and awareness of the effects of humans on physical and natural environments.
• develop spatial skills and use of maps, atlases, globes, etc.
• develop a variety of other skills, including those of enquiry, problem-solving, ICT, investigation, and that of presenting their conclusions in the most appropriate way.

Curriculum Implementation

• The geography curriculum is sequenced and well-structured with clear end points. Knowledge is built on overtime and learning is broken down into component parts to allow children to know and remember more.
• Pedagogical choices are designed to develop the practical, theoretical, and disciplinary knowledge intended in each lesson.
• Classroom activities are clear about what is to be learned (the curriculum object) and enable children to practise it.
• Teaching approaches take account of children’s level of expertise.
• When children learn geographical skills for the first time, teachers make sure they have enough opportunities to practise.
• As children become more proficient in areas of practical knowledge, classroom activities become increasingly varied and open ended.
• Teachers’ direct children’s attention to the main concepts, themes, and ideas that they are exploring.
• Subject specific vocabulary is included in curriculum planning, so children acquire a visual language. This ‘language’ helps children to express a huge variety of ideas.
• When on educational visits or working with geographers we ensure children have enough prior knowledge to make these experiences meaningful.
• Teachers make subject-specific adaptations to activities for children with SEND, where appropriate, instead of excessive adaptations to the curriculum or lowering expectations
• The curriculum allows time for children to develop socially, to learn how to negotiate and collaborate to bring expansive ideas to life.

Please click the links below to access the following documents for Geography:
Geography Policy
Long Term Plan
Knowledge and Skills Progression