Geography

Intent

At The Willows Catholic Primary School, we aim to develop knowledgeable, curious and responsible geographers who understand their place in the world and can make sense of the people, places and environments around them.

Our Geography curriculum is carefully sequenced so that pupils build secure knowledge of places, space and scale from Reception to Year 6. Pupils develop their understanding of their immediate surroundings before extending their knowledge to the United Kingdom and the wider world.

The curriculum develops pupils' locational knowledge, place knowledge and understanding of human and physical geography. Pupils learn about important geographical processes and consider how places are connected and how they change over time.

Geographical skills are an important part of our curriculum. Pupils progressively learn to use maps, atlases, globes, aerial photographs, digital mapping and geographical information systems. They develop their use of compass directions, symbols, keys, scale and grid references as they move through school.

Fieldwork gives pupils opportunities to investigate geography first hand. Pupils learn to observe, collect and record information, present geographical data and use evidence to answer questions and draw conclusions.

We want pupils to develop an understanding of the relationship between people and the environment. As a Catholic school, Geography also provides opportunities for pupils to consider their responsibility to care for creation and the impact that human choices can have on people, places and the natural world.

Implementation

Geography is taught through a carefully sequenced curriculum which meets the requirements of the National Curriculum and builds progressively from the Early Years through to Year 6.

Learning is organised so that new geographical knowledge and skills build upon what pupils have learned before. Teachers make links to prior learning and revisit important geographical concepts, vocabulary, places and skills so that pupils develop an increasingly connected understanding of the world.

Pupils develop locational knowledge progressively. They begin by learning about their school and local area before extending their knowledge to the United Kingdom, Europe and the wider world. They learn to locate significant places and geographical features and increasingly understand their location in relation to continents, oceans, latitude, longitude, hemispheres and other global reference points.

Mapping skills are developed systematically. Younger pupils use simple plans, maps, symbols and directional language. As pupils progress, they use increasingly complex maps, atlases and digital resources. They learn to use compass points, scale, four-figure and six-figure grid references, Ordnance Survey maps and geographical information systems.

Fieldwork is used purposefully throughout the curriculum. Pupils undertake investigations within the school grounds and local area and progressively learn to select methods of data collection, record findings, present information and use evidence to answer geographical questions.

Teachers explicitly teach geographical vocabulary and model how geographers describe, compare, explain and analyse places and processes. Pupils increasingly use geographical evidence to explain patterns, identify relationships and consider how and why places change.

Assessment focuses on the important knowledge and geographical skills identified within each unit. Teachers use questioning, discussion, pupils' work, mapping activities and fieldwork to identify what pupils understand and any gaps or misconceptions that need addressing.

Teaching is adapted where necessary so that all pupils, including those with SEND, can access the important geographical knowledge and experiences within the curriculum while maintaining ambitious expectations.

Impact

The impact of our Geography curriculum is seen in what pupils know about the world and how effectively they can think and work as geographers.

As pupils progress through school, they should develop increasingly secure knowledge of significant places, geographical features and human and physical processes. They should be able to locate places accurately, make connections between different areas of learning and explain how places are similar, different and changing.

Pupils should become increasingly confident in using geographical tools. They should be able to interpret a range of maps, use appropriate geographical vocabulary and apply increasingly sophisticated mapping and fieldwork skills.

Pupils should also be able to carry out geographical enquiries. They should be able to ask relevant questions, collect and interpret information, identify patterns and use evidence to reach geographical conclusions.

Teachers and subject leaders consider pupils' geographical understanding through their discussions, written work, mapping, fieldwork and assessment information. The Geography subject leader monitors the quality and impact of the curriculum through lesson visits, pupil discussions, scrutiny of pupils' work and assessment information. This is used to identify strengths, address gaps and continually refine the curriculum.

By the end of Year 6, our aim is for pupils to leave The Willows with secure geographical knowledge, confident map and fieldwork skills and an understanding of the connections between people, places and environments. They should be well prepared for the next stage of their geographical education and understand their responsibility as stewards of the world around them.

• Geography Curriculum Map download_for_offline
  download_for_offlineGeography Curriculum Map