Geography

Curriculum Intent: Geography

In response to our mixed-aged classes, our curriculum is implemented on a two-yearly programme (Cycle A and Cycle B). This ensures complete curriculum coverage for our pupils. As children progress throughout the school, they develop their knowledge and skills through a range of topics. By Year 6, all children will have followed our Curriculum Narrative pathway.

• Geography Cycle A
•  Geography Cycle B
• Geography in Early Years
• Geography Curriculum Narrative
• Geography Overview final
• Geography Assessment

Characteristics of a Geographer

• An excellent knowledge of where places are and what they are like.
• An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
• An extensive base of geographical knowledge and vocabulary.
• Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques.
• The ability to reach clear conclusions and develop a reasoned argument to explain findings.
• Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter.
• Highly developed and frequently utilised fieldwork and other geographical skills and techniques.
• A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
• The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment.

Implementation

Our pupils should be able to organise their knowledge, skills and understanding around the following threshold concepts:

• Locational and Place Knowledge
• Geographical Techniques
• Physical Features and Processes
• Human Interaction with the Environment

Within geography, there are 4 key threshold concepts, which when combined, ensure that our students can access a deep understanding of the subject. The threshold concepts relate to core aspects of disciplinary knowledge and substantive knowledge. For example, when ‘thinking like a geographer’, students need a deep understanding of place, knowledge and geographical skill to enable their understanding of physical and human geography. As students progress through the curriculum narratives, so should their understanding of the threshold
concepts.

Vocabulary

The promotion of a language rich Geography curriculum is essential to the successful acquisition of knowledge and understanding in geography.  Children have access to key knowledge, language and meanings to understand Geography and to use these skills across the curriculum.

Each unit has key vocabulary that is identified and revisited throughout their time at St Joseph’s.

Aspirations For The Future

Pupils develop an understanding of how subjects and specific skills are linked to future jobs.

Here are some of the jobs you could aspire to do in the future as a Geographer:

. Town Planner
· Marine Biologist
· Helicopter Mission Controller
· Forester
· Farmer

Inspirational Figure

Impact

Assessment

Through the explicit teaching of the Geography skills, both the teachers and the pupils assess their learning continuously throughout the lesson. Our assessment systems enable teachers to make informed judgements about the depth of their learning and the progress they have made over time. We measure the impact of our curriculum through the following methods:

• A reflection on standards achieved against the planned outcomes.
• A celebration of learning for each term which demonstrates progression across the school (this could be in assemblies, on displays or class blogs).
• Pupil discussions about their learning.

Pupil Voice

Coming soon

Snapshots