Our Geography Curriculum
Our Curriculum Intent
We believe that geography provides a means of investigating, understanding and explaining the world we live in and how it has developed over time. Through a broad and balanced curriculum, our students will study and appreciate human and physical processes that shape the world we live in. The link between geography and history is clear, so we have created a curriculum which intertwines both elements of learning within each subject (it is hard to talk about one without the other). The study of geography is an essential tool to develop understanding and tolerance through the exploration of different cultures and the interconnectedness of people and the planet. Children gain an appreciation for their place in the world, the effects on their surroundings and how they can contribute to improving the environment. Through active learning and geographical enquiry, our students develop skills for life which will provide them with the confidence to thrive in an increasingly global society. We intend to develop, in every child, a positive attitude and an enthusiasm towards the subject of geography.
We aim to equip children with key geographical knowledge and skills, in accordance with the National Curriculum. Geography is delivered through a cross-curricular approach, whilst still maintaining a sense of Geography as a separate entity, and as a subject within its own right. It is important that children are able to articulate this when they are learning. They are able to explain what they are learning and what subject they are learning in.
The Purpose Of Our Curriculum
We develop children who…
1. Have an in-depth knowledge and understanding of the people of the world so that they carry these with them in real life;
2. Have an in-depth knowledge of diverse environments and how the people and societies in them function;
3. Understand the interactions between human and physical processes;
4. Practise key skills that explore the world and their environment, particularly with regards to their locality;
5. Can explain how the Earth’s features at different scales are shaped, interconnected and how they change over time
Our Curriculum Offer - What We Teach In Geography
Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. In our school, we explicitly organise our curriculum to cover 7 key strands:
1) Locational Knowledge of the UK,
2)Locational Knowledge of the Wider World,
3) Similarities and Differences Between Places,
4) Human Geography,
5) Physical Geography,
6) Fieldwork and Observation,
7) Using Globes, Maps and Plans.
The children at our school develop a passion for enquiry in geography and develop their knowledge and understanding through a sense of the world around them. Our children are encouraged to explore their local environment and use it as a primary source to help them understand the wider world and our local community. This is one of the building blocks that enables strong connections and comparisons to other people and places. Our children consider similarities and differences between physical and human geographical features and how they change over time. This is brought to life through active information gathering, in the variety of trips planned throughout the year groups, for example a city (London) and through visits to the countryside and beaches.
During fieldwork, our children are taught to use a range of tools to gather their data, progressively making choices and becoming creative in their design of an investigation. Creative approaches to knowledge acquisition and demonstration across the school include activities such as using Playdoh to visualise and create different countries, landscapes and physical features; these may be reshaped several times as their knowledge and understanding develops.
Grappenhall Heys celebrates the cultural diversity of the pupils in our school, recognising key festivals and events and inviting our families to share their experiences of contrasts between different places in the world.
During our geography lessons, the children develop a deep feeling of care and respect for people, places and our world. Our fantastic Eco Team leads the way in our school’s drive to respect our local community and the wider world. They embrace change and apply their geographical understanding to challenges. By working towards awards and environmental achievements, they educate their classmates on natural environments and the pressures they face as well as how the world is changing and how our actions can contribute to those changes.
EYFS
In the Early Years Foundation Stage (EYFS), geography is introduced in a developmentally appropriate and play-based manner. Here are some examples of what geography looks like in the EYFS at Grappenhall Heys:
1.Exploring the Local Environment: Children can go on walks around their local area, identifying different features such as houses, shops, parks, and roads. They can learn about their immediate surroundings and begin to develop a sense of place.
2.Map Making: Children can create simple maps of their classroom, playground, or home. This activity helps them understand the concept of a bird's-eye view, develop spatial awareness, and use basic symbols to represent objects.
3.Weather Observations: Children can observe and record daily weather conditions, such as sunny, rainy, or cloudy, using simple charts or symbols. They can also discuss the impact of weather on their daily activities and the clothing they wear.
4.Learning about Continents and Oceans: Through age-appropriate books, songs, and interactive activities, children can be introduced to the concept of continents and oceans. They can explore basic characteristics of each continent, such as animals, landmarks, or cultural aspects.
5.Understanding Direction: Children can engage in activities that help them understand basic directions, such as using simple maps or following directions on a treasure hunt. They can learn about concepts like "up," "down," "left," and "right."
6.Exploring Natural Environments: Children can have opportunities to visit local parks, gardens, or nature reserves. They can observe and interact with natural elements like plants, trees, insects, and animals, fostering an appreciation for the natural world.
7.Cultural Celebrations and Traditions: Children can learn about different cultures and their celebrations. They can explore festivals like Chinese New Year, Diwali, or Christmas, and understand the geographical and cultural contexts in which they take place.
8.Investigating Landscapes: Through sensory experiences and hands-on activities, children can explore different types of landscapes, such as beaches, forests, deserts, or mountains. They can investigate the unique features and characteristics of each landscape.
9.Transportation and Travel: Children can explore various modes of transportation, such as cars, trains, boats, or airplanes. They can learn about the purposes of different vehicles and discuss journeys they have taken or places they would like to visit.
10.Building Structures: Children can engage in construction activities using blocks, Lego, or other materials to create their own buildings, bridges, or landmarks. This helps them understand basic concepts of architecture and the built environment.
In the EYFS, geography is integrated into broader topics and learning experiences. These examples provide a starting point for introducing geographic concepts and developing children's spatial awareness, curiosity about the world, and appreciation for their environment.
Click here to access the Geography National Curriculum
Geography Knowledge / Skills / Vocabulary Progression Document
Geography Knowledge Organisers
Our Curriculum Offer - How We Teach Geography
Our approaches to teaching the geography curriculum involves engaging students in hands-on, experiential learning that fosters a deep understanding of the world around them. A holistic approach to geography instruction includes a balance of interactive activities, visual aids, and technology to cater to diverse learning styles. Teachers incorporate field trips, maps, and globes to provide concrete experiences that connect theoretical concepts to real-world scenarios. Integrating storytelling and discussions about different cultures and regions helps students develop a global perspective and cultural sensitivity. Furthermore, encouraging students to ask questions and investigate topics independently nurtures their curiosity and critical thinking skills. The use of age-appropriate resources, such as age-appropriate books, videos, and interactive games, can enhance engagement and make the learning process enjoyable. Assessment methods focus on assessing not only memorisation but also the application of geographical concepts in solving real-life problems. We take a student-centred approach that emphasises active participation and inquiry-based learning which contributes to a rich and meaningful primary geography education.
- Activities align closely with teaching. They enable pupils to remember the right things and do not overload their working memories.
- Sequences of lessons build logically on what has been learned before and enable pupils to build and strengthen their schemata across lessons, weeks, terms, and year groups.
- Time is used well, moving on when pupils are ready but allowing enough repetition, practice and overlearning.
- Sequences of lessons build logically on what has been learned before and enable pupils to build and strengthen their schemata.
- Sequences of lessons follow the long-term plan and match curriculum intent.
- Teachers’ subject knowledge is strong and/or has been improved through CPD/Support.
- Subject specific terms are used with care.
- Time is used well, moving on when pupils are ready but allowing enough repetition, practice and overlearning.
Ambition for all
We achieve this by ensuring that all children, including those with Special Educational Needs and Disabilities (SEND), can access the primary geography curriculum with the understanding that it requires an inclusive and adaptable approach. Differentiated instruction and personalised learning plans play a crucial role in catering to diverse learning needs. Teachers should employ a variety of sensory modalities, such as visual aids, hands-on activities, and auditory resources, to accommodate various learning styles. Inclusivity also involves creating a supportive and flexible learning environment where children with SEND feel valued and encouraged to participate. Collaborative teaching strategies that involve special education professionals working alongside our classroom teachers can provide additional support. Additionally, incorporating assistive technologies and adjusting assessment methods to align with individual capabilities ensures that all students, regardless of their abilities, can actively engage with and benefit from our curriculum. Recognising and celebrating the unique strengths of each child fosters a positive and inclusive learning experience for everyone.
Adaptive teaching takes place in all classrooms
• For sensory or physically impaired pupils, geography learning may necessitate enlarging texts, using clear fonts, using visual overlays, or audio description of images.
• Dyslexic pupils may benefit from well-spaced print.
• Teachers identify and break down the components of the subject curriculum into manageable chunks for pupils who find learning more difficult, particularly those with cognition and learning needs. These may be smaller ‘steps’ than those taken by other pupils to avoid overloading the working memory.
• A variety of additional scaffolds may be used in lessons, such as vocabulary banks, additional visual stimuli or adult support.
What Makes Geography Special at Grappenhall Heys?
We make primary geography special by incorporating interactive and engaging methods to cultivate a deep understanding and appreciation for the world. We integrate hands-on activities, such as map reading exercises, geographical games, and interactive technology, to make learning fun and memorable. We focus on real-world connections, and we encourage our children to explore their local environment and understand the impact of global issues. Additionally, we arrange field trips and invite experts and local community members to share their insights, fostering a sense of curiosity and relevance. Through these approaches, we aim to instil not only foundational geographical knowledge but also critical thinking skills, spatial awareness, and a global perspective, preparing students to become informed and responsible global citizens.
Enrichment Opportunities, Museums, Visiting Speakers, Parent Experts, Role-Playing, Local Visits/ Study, Fieldwork Week, PSHE- Topical News Throughout the UK and the World, Geography Competition (half termly), Drama, School Environment, Orienteering, Residentials.
Our Pupil Voice
"I like learning about geography because you can learn lots of new facts and information about a place you have never been before. You also get to learn a lot about places you have been, like where we live, and find things out about the people that live there". Year 6- Pupil Voice
Year 1-6 children collected their ideas on what 'Geography' means to them. We created a word cloud.
Click here to learn about our Geography Pupil Voice
How Can You Find Out More?
The Geographical Association have compiled a list of useful links/ websites for further information and support on primary geography.
Please click the image below to find out more:
Education Quizzes have some excellent KS1-2 resources for parents looking to support their children with knowledge retention. These are great for practice at home!
Oddizzi is also an excellent interactive resource for parents and children alike:
What To Do At Home:
- Discuss their learning at home with them on a regular basis.
- Visit new places and see new things in the real world and encourage your child to explain and describe the places they visit.
- Use different types of maps regularly (paper and digital).
- Use the knowledge organisers for each year group to help consolidate prior and current learning.
- Support your child to understand specific vocabulary, using the vocabulary lists in the progression map.
- Use appropriate, age-related directional words, including compass points, to give directions.