‘Geography explains the past, illuminates the present and prepares us for the future’

‘What could be more important than that?’

Michael Palin

Intent

At Camelford Primary School, our intent in geography is for pupils to be secure in their knowledge of both substantive and disciplinary content:

Substantive content is the substance that pupils learn in the subject – the building blocks of factual content.  This geographical knowledge enables pupils to recognise the patterns, notice the contrasts, ask questions and discuss the options that the disciplinary content will demand.

In geography, the substantive knowledge and vocabulary is learnt through stories, descriptions, representations, reports, statistics and other sources.

Disciplinary content is all that pupils learn about how knowledge is constantly renewed in the subject’s ongoing development. This constant quest for a better understanding of our world inspires both awe and humility in pupils.  The disciplinary aspect of the subject directly fosters the critical and creative aspects of learning.  Pupils learn how to shape good geographical enquiries. 

In studying geography as a discipline, pupils will:

• think about geographical questions using concepts of place, scale, diversity and variation over space, change, interaction and relationships; pupils tackle questions in which they solve problems concerning place, pattern, position and processes;

• collect, analyse and communicate with a range of data gathered through experiences of fieldwork that develop their geographical skills and deepen their understanding of geographical processes;

• interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and digital technologies;

• communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Implementation

Early Years Foundation Stage

Pupils begin by thinking about their personal geography:  Who am I?  Where am I?  What is the world?  They experience the world beyond the classroom through child-led discovery and walks, promoting both learning and personal development.  It is through this the pupils begin to grow their curiosity and start asking questions.  In our EYFS setting, geography is embedded and delivered by providing our pupils with:  opportunities to explore the school environment; visits to a woodland area; exploration of changing weather linked to the seasons; exploration of Cornish traditions and class trips.

Early Learning Goals: 

Understanding the World

People and Communities

Pupils talk about past and present events in their own lives and in the lives of family members. They know that other pupils don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The World

Pupils know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.

EYFS Vocabulary:  spring, summer, autumn, winter, ice, snow, hail, freeze, melt, mining, mine, engine house, tin, pasty, underground, fishing, visit, change, now, then, similar, different, community

Key Stages 1 and 2

Pupils in key stages 1 and 2 develop their geographical knowledge and understanding by studying their local area as well as the wider world and developing subject-specific phrases and vocabulary.  They bring together their previous learning, extending it further by ‘thinking geographically’ about our changing world and exploring the concepts of ‘place, space and scale’.  We develop our pupils’ locational knowledge as they learn where places are in relation to each other, the physical and human processes that have shaped them and their similarities and differences.  In addition, pupils learn a range of geographical skills:  reading and interpreting maps, diagrams and photographs; being able to locate and describe places using compass points, symbols, keys and grid references; using fieldwork to collect, record and analyse information.  These skills are taught, practised and revisited throughout the key stage. We implement a variety of approaches and activities to help to support, motivate and engage all our pupils, and adapt the curriculum for those with special educational needs.  Pupils are encouraged to use different ways to demonstrate their knowledge and understanding, including writing reports, presentations, producing sketch maps and through class discussions.  Pupils will also explore the links between their locality and the geography subject that they are learning about through trips, experiences, research and fieldwork.  All areas of learning in geography are closely linked to history and other subjects.  

Our key stage 2 geography curriculum uses planning and resources from Opening Worlds.  This curriculum provides carefully structured knowledge about our complex world.  It meets and exceeds geography requirements in the National Curriculum for England and provides an excellent foundation for key stage 3 and GCSE.  To find out more about what Opening Worlds is and the rationale behind its curriculum, visit https://openingworlds.uk. 

Impact

Our pupils should be able to talk animatedly about what they have learnt, demonstrating their geographical knowledge and understanding.  We aim for pupils to leave Camelford Primary School as curious and knowledgeable geographers that understand key aspects of our world and the world they may inhabit in the future.  They should be ready to ask questions, think creatively, challenge stereotypes and strive to further understand how the world works by continuing to apply their disciplinary skills.  

At Camelford Primary school, the geography subject leader ensures the quality of geography education across the school.  Pupil voice is monitored and pupils’ work is celebrated in displays and on our school website.  Staff receive regular support and guidance on the geography curriculum, pupil progression and assessment.  We have links with the local secondary school staff and also have access to CPD opportunities with specialist geography teachers and subject leaders.

The impact of our geography curriculum is measured by monitoring pupil progress and the assessment of our pupils’ learning.  This includes subject specific quizzes, retrieval practice and an end of unit assessment activity.  In key stage 2, the Opening Worlds geography curriculum has been structured not only to provide a broad, rich array of coherent content, but also sequenced to ensure that pupils move through it with growing security and confidence.  The curriculum and its pedagogy (refer to the ten teaching techniques at the end of this document) has been carefully designed to ensure pupils make progress.  It does this by systematically teasing out the ideas, vocabulary and skills which need to abide in memory and being systematic about ensuring that pupils remember by revisiting them, re-using them and practising them in new contexts.  Thus, it is ensured that pupils arrive at new material, and can ‘progress’ into this new knowledge because they have earlier knowledge which makes sense of the new context.