We aim to ensure 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
- an understanding of 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
- competency in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range f 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
- an excellent knowledge of where places are and what they are like.
- an excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
- an extensive base of geographical knowledge and vocabulary.
- fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
- the ability to reach clear conclusions and develop a reasoned argument to explain findings.
- significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
- highly developed and frequently utilised fieldwork and other geographical skills and techniques.
- a passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
- the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.
- We use the Geography National Curriculum to plan geography units of work that support clear skills and knowledge progression.
- Pupils build on these year on year to achieve depth in their learning. At the beginning of a new unit, pupils are able to convey what they know already, as well as what they would like to find out. Consideration is also given to how greater depth will be taught, learnt and demonstrated over the unit.
- It is important that pupils develop the skills of a geographer by fully immersing them in all areas of the subject. The local area is fully utilised to achieve desired outcomes, with opportunities for learning outside the classroom embedded in practise.
- Fieldwork experiences allow pupils to collect, analyse and present a range of data to deepen their understanding of geographical processes.
- Geographical vocabulary develops and evolves from EYFS to KS1 and through to KS2. The promotion of a language rich geography curriculum is essential to the successful acquisition of knowledge and understanding in geography.
- During and/after lessons, pupils are assessed through informal assessment techniques: questioning, conferencing, reviewing written work against learning objective/success criteria, short retrieval activities, flashbacks.
- At the end of a unit, we expect that the vast majority of pupils will have remembered and be fluent in their understanding of the “milestones.”
Milestone 1: Year 1/2; Milestone 2: Year 3/4; Milestone 3: Year 5/6
Please find available for download the Geography Primary National Curriculum.