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Thomas Harding
Junior School

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Thomas Harding

Geography

Our Geography Curriculum at Thomas Harding

 

Our Intent Statement


Our inspirational and innovative Geography curriculum provides children with the opportunity to learn about the world that they are living in, as well as to explore areas around the world that they may be less familiar with. Year upon year, children are empowered to show progression in their geographical skills and knowledge about physical and human processes, and of the formation and use of landscapes and environments.

Through carefully sequenced geography lessons taught throughout the school, the children build on the skills learnt already and are able to locate places and geographical features on maps and ordnance surveys, developing their ability to be able to read co-ordinates accurately in order to help them. The geography topics taught offer children the opportunity to broaden their outdoor learning skills as many lessons develop their skills of enquiry and exploration both in the school environment and the local community. Children independently carry out research to extend their knowledge throughout the geography topic, and using the correct topical vocabulary, they are able to articulate their learning demonstrating a coherent understanding.

Implementation

  • Big picture: New Geography learning is put into the context of the big picture of Geography learning throughout school, and a daily/weekly/termly review of previous learning in the subject.
  • Logical sequencing: we have carefully planned our ambitious Geography curriculum to sit alongside History, and units are carefully positioned across KS2 to ensure that skills and knowledge are sequentially and logically organised so that learning builds over time.
  • Knowledge Organisers: Children have access to key knowledge, language and meanings to understand Geography and to use these skills across the curriculum.
  • Subject specific vocabulary: Identified through knowledge organisers and highlighted to the children at the beginning of lessons and revisited through unit. Tier 2 and 3 vocabulary displayed in class for pupils to access at any time. Pre-teaching of vocabulary happens regularly – Tier 2 and 3 words to help pupils articulate their learning with greater accuracy, which is then built on as children progress through the school. Word banks are always provided to support learning.
  • World Map: Each class has access to a world map that they can refer to throughout their time at school. This will help place new learning in the context of previous learning.
  • Use of artefacts Wherever possible we use artefacts for children to explore and investigate. We believe that handling real objects enhances the children’s historical knowledge, understanding and skills.
  • Use of sources: We aim for children to be able to read maps, atlases and ordnance survey maps. This also includes using keys, compass points, co-ordinates, etc.
  • Consistent teaching sequence: Geography lessons will follow a clear and consistent teaching sequence, including putting the learning in the big picture, using a world map where appropriate, a brief review of learning covered in previous lesson/s, specifying key vocabulary to be used and its meaning, conduct Geographical fieldwork/enquiry using a variety of sources, pupils interpreting their findings and communicating their geographical knowledge and understanding appropriately, before evaluating their learning.
  • Learning environment: The learning environment is designed to ensure children develop their Geography knowledge, and continue to know more and remember more. Knowledge walls/displays are key drivers to this, with teachers making reference to them during lessons
  • Cultural Capital: We plan termly visits, local and educational, visitors and involvement in the community provide first-hand experiences for the children to enrich, support and develop their learning.

Impact 

Outcomes in topic and literacy books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge.  As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context. Children are able to learn about careers related to geography from members of the local and wider community with specialist skills and knowledge, ensuring that they are well prepared for the next steps of their education.

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