Principles of the Geography Currlculum

Intent

Our Curriculum for geography provides all children, regardless of their background, with:

• Relevant and coherent substantive knowledge of the world, which is built gradually using subject-specific pedagogy from EYFS to Year 6 and beyond.

• Substantive knowledge – both conceptual and procedural – is selected to build pupils’ understanding of three geographical vertical concepts:

• Space and Place

Developing an understanding of space through ideas related to location, distribution, pattern and distance.

Developing a sense of place and character through ideas related to identity, home, community, landscapes and diversity, and examining a range of case studies from across the globe.

• Physical Processes

How the Earth’s natural processes shape and change the surface of the Earth. This includes both Geology & Earth Science aspects, such as the structure of the Earth and physical features we see on the land, as well as Environmental Science aspects, such as the weather and our changing climate. Both of these are threaded through the science curriculum too.

• Human Processes

The processes and phenomena that are caused by or relate to people, including our Use of Resources; the distribution and changes to the Population & Communities; and the features of the Economy & Development.

• A balanced view of the countries of the world, to address or even preempt misconceptions and negative stereotypes.

• Explicit teaching of core disciplinary knowledge, and the ability to approach challenging, geographically-valid questions. Geographical enquiry skills have been sequenced across the year groups and, where appropriate, review and build on relevant knowledge that is first taught in mathematics or science, such as interpreting line graphs or setting hypotheses.

• Opportunities to undertake fieldwork, outside the classroom and virtually. Fieldwork is purposeful, and either gives pupils the opportunity to put into practice relevant disciplinary knowledge or to reinforce their substantive knowledge.

Implementation

The implementation of our Curriculum for Geography reflects our broader teaching and learning principles;

For geography in particular:

• Content is always carefully situated within existing schemas. For example, map skills cannot be covered in a single task; concepts of map skills are built on methodically and logically over time through careful planning. In early years pupils begin to identify features of their local area; in KS1, pupils apply directional vocabulary to features; and by KS2, pupils use map symbols and grid references on OS maps to describe the locations of features.

• Vertical concepts are used within lessons to connect aspects of learning. For example, when learning about migration, pupils will review population structures, natural hazards and types of settlement when considering the reasons why people voluntarily or forcibly move from one place to another.

• Opportunities for extended, scholarly writing appear throughout the curriculum. These have a clear purpose and audience and, crucially, allow pupils to write as a geographer. For example, after considering the hazards and benefits associated with volcanic activity and the ways in which humans can prepare for volcanic events, pupils write a discussion explaining why they would or would not live near a volcano.

Impact

The careful sequencing of the curriculum – and how concepts are gradually built over time – is the progression model. If pupils are keeping up with the curriculum, they are making progress. Formative assessment is prioritised and is focused on whether pupils are keeping up with the curriculum.

In general, this is done through:

• Questioning in lessons. Teachers check pupils’ understanding so they can fill gaps and address misconceptions as required.

•  Pupil conferencing with books. Subject leads and SLT talk to pupils about what they have learnt – both substantive and disciplinary knowledge – and how this connects to the vertical concepts that they have been developing in previous years and other subjects. For example, pupils in year 4 may be asked to talk about how the tropical rainforest biome is similar to and different from hot and cold deserts, and how these biomes are affected by human activity such as deforestation or migration.

• Post-learning quizzes at the end of each unit. These give teachers an understanding of the knowledge that pupils can recall at the end of the unit, and they can be used to identify any remaining gaps to be filled. The quizzes are generally made up of simple recall questions, such as naming key places or features, using map skills, identifying the causes of flooding or giving the effects of an earthquake.

•  Pre-learning quizzes at the start of each unit. These assess the extent to which pupils have the prior knowledge that is required to access the new content in the unit. Accordingly, the quizzes are used to identify gaps to be filled prior to teaching the new unit. For example, in a unit about improving the environment in Year 6, pupils need to recall knowledge about the effects of climate change and non-renewable energy use and apply this to new knowledge about renewable energy and mitigating the impacts of climate change. This knowledge is assessed in the pre-learning quiz, and teachers can plan to fill any identified gaps.

International Artist Day 2024

The whole school took part in celebrating International Artists Day 2024. Each class were given a different artist from acrss the globe to celebrate the unique artwork and culture that shone through their work. This is proudly displayed in our gallery for all to see and appreciate.