Geography Subject Statement
Intent (curriculum content and sequencing)
The principal aim 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 teaching at Huntington C.P School aims to:
- Develop pupils' understanding and knowledge of the world, as well as their place in it.
- Inspire in children a curiosity about the world and its people which will remain with them for the rest of their lives.
- 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.
- Encourage in children a commitment to sustainable development and an appreciation of what ‘global citizenship’ means
- Utilise fieldwork opportunities which develop a deeper understanding of concepts, knowledge and skills.
Class teachers plan for Geography in line with the National Curriculum, supported by the Rising Stars scheme in KS1 and bespoke medium term plans in KS2 (taking advantage of local opportunities for fieldwork and school-made resources (e.g. our River Dee website), and utilising planning/resources from the Geographical Association as appropriate).
Huntington's interactive River Dee website
The long-term planning sequence, and progression of geographical skills, can be accessed at the bottom of this page (as can a planning document outlining geographical learning in the EYFS).
Implementation (teaching, training and assessment)
In the EYFS, geographical learning falls within the specific area of 'Understanding the World', which guides children to make sense of their physical world and community, and is taught throughout the year.
Geography in KS1 and KS2 at Huntington is taught in discrete blocks during the year, embedded within our Linked Learning topics, so that children can achieve depth in their learning – in KS2 classes there is typically one term each year with a strong geographical focus, in KS1 the focus periods will be shorter in length but greater in number.
At the beginning of each unit, 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 sequence. 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.
Geography is delivered throughout the school by the class teacher and pupils are offered a wide range of opportunities to enhance their learning (e.g. a visit to The Lake District in Year 4). All lessons begin with some retrieval questions to review previous learning and embed key vocabulary, before building on this by exploring new concepts.
YMCA Centre, Windermere (Y4 Lake District study)
Cross curricular outcomes in Geography are specifically planned for, with strong links between Geography and other curriculum areas, especially History, English and Science, within our Linked Learning framework. The local area is studied to develop a sense of place and investigative skills, with opportunities for learning outside the classroom embedded in practice.
Our staff benefit from a long-term whole-school subscription to the Geographical Association, the professional body for geographical education in the UK. Several staff are geography specialists, the subject lead has completed training in the role provided by Chris Trevor, an external advisor, and Chris has also provided wider staff training as required.
Children are monitored by teachers throughout their geography lessons to ensure progress is being made. They are also encouraged to make personal assessments of their own work through evaluating activities and identifying what they need to do to improve. To support future progress, assessment in Geography is now formally recorded at year's end, with further refinement planned for 2023-24.
Impact (outcomes for pupils)
The progress of pupils, and the quality of teaching, are monitored and reviewed through lesson observations, pupil voice, discussion with staff and scrutiny of planning and children’s work. Work in pupils' books evidences a broad and balanced Geography curriculum and demonstrates children’s acquisition of key knowledge.