Geography Curriculum Statement
The National Curriculum for Geography aims to ensure that all children:
- 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.
- Are competent 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 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.
At How Wood we teach both Geography and History through thematic topics. This approach enables us to embed key skills through creative, enquiry-based lessons. We highlight key texts in each topic to bring a narrative through learning as key aspects of each subject are linked together.
Through topic lessons we seek to inspire children in their curiosity and fascination about the world and its diverse people. We equip children with knowledge about places, landscapes, resources, and both natural and human environments. We deepen their understanding of the Earth’s human and physical processes. We look at and learn from current climate issues that affect our changing planet. We provide children with opportunities to carry out fieldwork on class trips. Our lessons are focussed on what the world can teach us, and what we can teach the world. Children become geographers in our topic lessons, locating places, asking questions, and developing their perspective of the planet we live on. To this end by teaching key geographical knowledge, understanding and skills, we aim to prepare children for life in a cultural and ecological diverse world.
Topic lessons are taught once a week as part of a termly 12-week unit. Each topic starts with a WOW enquiry-based lesson. Teachers use this to assess children’s prior knowledge and gather questions to address as the journey through learning begins. Each topic ends with a FAB summative session that ties together the learning that has taken place over the term. This could be in the form of a class celebration, trip, or presentation. The aim is for each teacher to draw learning back to children reflecting on the progress they have made.
Topics are designed to develop children’s key vocabulary throughout the year. Progression of vocabulary is highlighted on long term plans which enable us to ensure children consolidate and build upon language from EYFS to Year 6.
Geography work influences our class trips specifically providing children with the opportunity to carry out fieldwork. From the start of their time at How Wood children explore and utilise the local area. As they progress through the school, children use this knowledge to compare where we live with other places in our country and around the world.
Topic lessons are planned to incorporate all children in line with the school’s inclusion policy. We provide support alongside activities that will offer stretch and challenge. Geography work also forms part of our ‘Home Learning Menu’ offered to children in Key Stage 2.
Children’s progress is evidenced in their topic books, classroom displays, home learning and through conversations with children. At the end of each key stage, the children’s learning is assessed against the age-related expectation bands that are based on the 2014 National Curriculum statements for Geography. This informs future planning of topics to ensure coverage is being met. Children are encouraged to reflect on their identity as a local, national, and global citizens.