Geography

Intent
Our intention through the geography curriculum are that the school values of empathy (concern for society) and Agility (enquiry) be addressed and that our curriculum intentions of fluency, reasoning, problem solving and self-regulation be exercised as geographers.

Our intention is that all pupils

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • Develop competence in the geographical skills needed to:
    collect, analyse and communicate with a range of data gathered through experiences of fieldwork
  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length

Implementation
Based on research of learning and cognition our curriculum is designed so that learning is built on over time. The curriculum is organised to address core themes that will be visited horizontally across a year group and vertically visited as children progress through the school. Themes will also be visited “diagonally” through other subjects and at other times.
5 major themes have been selected that include settlement, invasion, sustainability, trade, resources, civilisation and leadership
Geography is one of 5 curriculum drivers
Learning to be a geographer is taught through

  • Lessons with depth
  • Core knowledge supported by the use of knowledge organisers
  • The “lens” of a school value e.g. perseverance
  • A clear purpose for the learning i.e. relatability
  • Children listening to knowledge, taking notes, showing their knowledge through applied essays and testing

Impact
The impact of the geography curriculum will be measured in the following ways

  • Pupil voice – children able to confidently talk about their learning and recall recent and previous learning
  • Pupil voice – children able to show how geographical knowledge is impacting on their choices as citizens
  • Standards and quality of children’s learning as evaluated through learning reviews, knowledge assessments and essays