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Geography

Our Geography curriculum here at St. Paul’s is driven by our vision and values.

Learning Together Following Jesus

Christian values are the heartbeat of our school. Seeking to be respectful, responsible, and empowering global citizens, we follow the words of St Paul, 'Whatever you do, work at it with all your heart.' In this context, rejoicing in Jesus' love and compassion for all, we pursue excellence as we celebrate everyone's uniqueness in a broad, rich and balanced curriculum.

Intent

Our Geography curriculum begins with a study of the local area and progresses on to explore the wider world, its people, places and the environment. Children need to have knowledge of the world – its cities, countries, continents, seas and oceans with an understanding of human impact on eco-systems. Our geography curriculum is designed to develop pupils’ curiosity and fascination about the world encouraging them to ask questions of things beyond their lived experience. Lesson outcomes ensure delivery of robust geographical knowledge, confident enquiry skills, the ability to interpret a range of maps, collect and analyse data and to communicate findings in both written and oral form.

Implementation

The geography curriculum will be taught through each topic and is aimed to be challenging, inspiring, creative, nurturing and encourage active learning. The learners will revisit geographical skills and knowledge in order to embed and deepen understanding. From Y1-Y6 there is an overarching topic per term with a geographical driver. Each topic is based on the Cornerstones model, Engage, Develop, Innovate and Express.The lessons are carefully planned to ensure that all children are well supported in response to their own learning.  At St Paul’s, we ensure that trips and visitors enhance the learning experiences for the children.

Our St. Paul’s reception class follow the curriculum as outlined in the Early Years Foundation Stage Framework. As the new Geography element of the statutory framework stipulates, Reception children are taught:

 

ELG: People, Culture and Communities Children

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps;
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

 

ELG: The Natural World

  • Explore the natural world around them, making observations and drawing pictures of animals and plants;
  •  Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
  • Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

 

This is delivered through their Cornerstones topic work.

In addition, our pedagogy and practice in reception is shaped through the Characteristics of Effective learning (DFE 2021)

 

  • Playing and Exploring - children investigate and experience things and ‘have a go’
  • Active Learning- children concentrate and keep trying if they encounter difficulties, they enjoy achievements
  • Creating and Thinking Critically- children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

 

Our reception classroom provides Continuous Provision that promotes stimulating, active play, encouraging creative and critical thinking children. Children are able to practice skills, build upon and revisit prior learning and experiences at their own level and pace. We ensure there is a balance of child- initiated learning through continuous provision, and adult led activities, across the school day. Ongoing assessment is an integral part of the learning and development processes. Practitioners observe pupils to identify their level of achievement and interests. These observations are then used to inform future planning. Observations and assessments are recorded on Target Tracker and are shared with parents.

 

In Key Stage One, children will develop knowledge about the world, the United Kingdom and their locality. They will understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

In Key Stage Two, pupils will extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They will develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge

Impact

The impact of our geography curriculum is that our learners are equipped with the geographical skills and knowledge that will enable them to be ready for the secondary curriculum and for life as an adult in the wider world. The children will be able to discuss their learning and demonstrate their knowledge and understanding through a range of activities.

Geography Long Term Plan - 2021-22

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