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Our Geography Curriculum

St Paul’s C.E. Primary School

 Geography Curriculum Statement 2022 - 2023  


INTENT  

At St Paul’s we have chosen a geography curriculum to be fully inclusive and accessible for all children. We believe the teaching of geography is an essential part of a broad and balanced curriculum.  We believe in an investigative approach to the teaching of Geography. Geographical skills are transferrable and can be applied in all areas of the learning now and in the future, building on cultural capital.   The teaching of geography should inspire children with a sense of awe and wonder about the world in which they live and a thirst to investigate and discover the earth’s key physical features; it’s natural resources and the process which form them; the diversity of places across the globe; how and why people settle in different locations and how they adapt to live in their physical surroundings.  We aim to provide all children with the geographical knowledge, understanding and skills to be able to achieve at least age related expectations in geography and we have a hope to foster a lifelong desire to find out about the wonderful world we inhabit.    

IMPLEMENTATION  

At St Paul’s we follow the Dimensions curriculum and Geography is taught through thematic units. The Satellite View maps out which thematic units feature this subject and clearly shows the objectives taught.   Geography is taught through a combination of subject knowledge, geographical skills, enquiry and fieldwork. Learning takes place both inside and outside the classroom.

We learn about the following locations:-

Asia
China
Russia
India
Egypt

Africa
Madagascar
South Africa
Benin

South America
Brazil
Peru

North and Central America

Europe
Scotland
Greece
Rome

Australasia
Fiji

Arctic Circle

Through the thematic units we learn about:

Landscapes
Human and physical features
Landmarks
Physical systems and processes
Environments
Settlements
Trade
Biomes
Climate
Land use
Environmental issues
Sustainability

We firmly believe in an investigative approach to geography and this is embedded throughout the thematic units across the school.  By using a rigorous matrix approach, the objectives of the National Curriculum are cross-referenced to the ‘Learning Means the World’ Curriculum and identified gaps are taught through National Curriculum specific geography units. The Skills Ladder acts as an incremental model for skills acquisition and provides a benchmark for each year group, with teachers using the skills statements as a model for progression throughout the school. Growing in complexity and demand across Key Stages 1 and 2, pupils’ learning when linked to the Skills Ladder should enable them to make good progress in geography.

The Knowledge Building Pillars form a robust model of progression for knowledge and understanding, helping pupils to assimilate, synthesise and apply their learning within different geographical contexts. This also means that concepts are cumulatively built upon. For example, Processes and Changes would show children learning about deforestation in Madagascar in Pathfinders, identifying and using sources of evidence that show the changing landscape of Africa to learning about cause and effect of air and water pollution in different parts of the world in Navigators.

 

Kahoot Quizzes, for the purposes of diagnostic assessment, as well as checking recall are the mainvehicle for assessment and recall.  Teachers will also use the skills ladder and knowledge building pillars to assess pupils as they progress through each unit.

IMPACT  

Children enjoy learning about the world, its key physical and human features and are keen to deepen their knowledge and understanding and to share it with others. This is evidenced through work in books and through independent research. They are able to use transferable skills and are well prepared for the next stage of their learning journey. Children will achieve the 5 aims on our intent and aims document.  All children will make good progress and achieve at least age expected standards in geography

 

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