INTENT – The Geography Curriculum
End of Key Stage outcomes are taken from ELG’s with a specific geographical focus as well as National Curriculum outcomes for the end of Key Stage. In order to make children’s progress develop on an upward trajectory, the objectives are split into targeted year groups. Furthermore, the geography curriculum at our schools in bespoke to the children’s experiences and the geographical location of the school. For example, KS1 children begin by looking at why their local town of Bedale is special, before investigating the four countries of the UK. LKS2 children study UK localities in detail, before UKS2 children use the skills they have learnt lower down the school and apply them to contrasting world localities. When studying localities, comparisons will always be drawn to our specific location – relevant links drawn between key features of North Yorkshire such as the Yorkshire Dales, the North Yorkshire Moors, the Pennines and the history of Jorvik.
It is our aim for children to leave our schools as competent geographers having a broad opportunities to practise skills and a regular diet of fieldwork, the opportunity to experience geography in context and have the fundamental knowledge of the UK and wider world they will need in later life. We also to inspire children as geographers through topics which will engage them such as investigating natural disasters and the impact of tourism. Geography is everywhere!
IMPLEMENTATION – Rationale
Our geography curriculum is carefully designed to consider the needs of our pupils – for in KS1 children begin by studying their village of Hunton, then Bedale and its uniqueness as a market town in England before looking outwards in terms of building their locational knowledge, equally studying the city of York and the changes over time is key to developing the children’s local geographical and historical enquiry. The children’s locational knowledge of UK geography is built steadily – first identifying the countries of the UK, then investigating counties and cities before being able to describe their approximate location and features without the aid of an atlas.
In world geography, countries chosen are specific and allow links to be drawn between subjects. For example in KS1 the close-study of India allows us to challenge stereotypes. In Y3/4 children secure their understanding of contrasting UK localities, before studying contrasting localities around the world in Y5/6. Children begin to investigate weather in KS1 with seasonal changes before investigating extreme weather in UKS2.
Our provision for geographical fieldwork allows children to develop fieldwork skills throughout the school. Links allow children to experience a topic with a heavy fieldwork emphasis at least once a year.
We aim for all of our children to leave us as geographers- they should have a solid knowledge base which will stand them in good stead for future education. We aim to teach them about their local area through carefully progressive units. Crucially, we have created a bespoke curriculum which allows them to investigate geography which is relevant to them now and, importantly, as adults of the future – for example through the exploration of sustainable tourism when studying contrasting localities. Through fieldwork children will gain skills which will be useful in later life. Careful links between subjects such as science, history, computing and mathematics will allow children to gain a depth through other areas of learning.