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Geography Curriculum Statement


The intent of our geography curriculum is to deliver learning which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more in geography. It is designed for pupils to develop transferable knowledge and skills progressively, through close connection with other curriculum areas.

Geography at Huntington C.P School aims:

  • To develop pupils' understanding and knowledge of the world, as well as their place in it. 
  • To inspire in children a curiosity about the world and its people which will remain with them for the rest of their lives.
  • To equip children with the knowledge of a diverse range of places, people and environments, together with a deep understanding of the Earth’s key physical and human processes.
  • To encourage in children a commitment to sustainable development and an appreciation of what ‘global citizenship’ means
  • To utilise fieldwork opportunities which develops children to gain a deeper understanding of concepts, knowlesge and skils. 

What do we teach? 

Geography in EYFS - Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.

Geography in KS1 and KS2 at Huntington is taught in focused topic blocks during the year, so that children can achieve depth in their learning – in KS2 classes there is typically one term with a geographical focus, in KS1 the focus periods will be shorter in length but greater in number. The teaching staff have identified the key knowledge and skills of each blocked topic and consideration has been given to ensure progression across topics throughout the school.  At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out – this informs the teaching throughout the topic. Consideration is given as to how greater depth concepts will be taught, learnt and demonstrated within each lesson, as well as how children will be supported in line with the school’s commitment to inclusion.

Cross curricular outcomes in Geography are specifically planned for, with strong links between Geography and other curriculum areas, especially History, English and Science. The local area is studied to develop a sense of place and investigative skills, with opportunities for learning outside the classroom embedded in practice.



How do we teach geography? 

Planning: Class teachers plan for Geography in line with the National Curriculum, supported by the Rising Stars Scheme in KS1 and school set medium term unit plans in KS2. They acknowledge the importance of personalised learning and the need to plan for the range of attainment levels within a class. Geography teaching is adapted to meet the needs of all pupils and geography lessons are differentiated when necessary to assist children’s learning in terms of their learning outcomes, tasks and resources. Children are challenged through open-ended enquiries and are given opportunities to extend their learning. 
Delivery: Geography is delivered throughout the school by the class teacher and pupils are offered a wide range of opportunities to enhance their learning. Pupils engage with the concepts and content of the subject through learning in other subjects and areas of the curriculum. All lessons will begin with some retrieval questions to review previous learning and embed key vocabulary before building on this by exploring new concepts.



What will this look like?

Work in pupils' books evidences a broad and balanced Geography curriculum and demonstrates children’s acquisition of key knowledge. Children are monitored by teachers throughout their geography lessons to ensure progress is being made. Children are also encouraged to make personal assessments of their own work through evaluating activities and identifying what they need to do to improve. Progress of pupils and quality of teaching will be monitored and reviewed throughout each term through lesson observations, pupil voice, discussion withstaff and scrutiny of planning and children’s work. 

Developing 'Global Citizens' 
Geography is an excellent vehicle for developing children’ cultural capital. Discussions about the use of the world’s resources and the impact of different events on the lives of local people deepen the children’s ability to understand and empathise with fellow humans across the globe. The opportunities to explore ‘putting yourself in someone else’s shoes’ is embraced during the teaching wherever possible.


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