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Thomas Harding
Junior School

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Thomas Harding

Geography

Our Geography Curriculum at Thomas Harding

 

Our Intent 

 

Our units are sequenced carefully to ensure the children build on their geography skills and knowledge each year so that links can be made in year groups, across year groups and within other subjects, such as history. As pupils progress through the school, their growing knowledge of geography will deepen their understanding of their local community and the wider world which will provide a cohesive link between  geography and history.

The curriculum is designed to allow children to acquire a wealth of knowledge and skills as the sequence and selection of topics builds on previous units and feeds forward towards future learning.

Each of our units is taught through key questions which are taken from our end point objectives, which relate to the identified national curriculum stands, as appropriate to key stage; locational knowledge, place knowledge and human and physical geography and geographical skills and fieldwork. Our units are taught in a coherent sequence in order to develop the use of geographical enquiry and will focus on the acquisition and application of key subject knowledge, skills, concepts and vocabulary throughout.

Within each unit, a range of opportunities are planned to allow pupils to communicate their knowledge, skills and understanding of the subject. Pupils will have many opportunities to ask questions, discuss, communicate understanding and revise their ideas.  Links are made within and across units to support pupils in making connections and in developing a strong overview of geographical concepts, key skills and geographical vocabulary.

 

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.

We measure the impact of our curriculum using the flowing methods:

  • Teachers formative and summative assessments (including regular retrieval practice
  • Pupils's discussions about learning during lessons, and their ability to make meaningful links.
  • We assess pupils attainment and progress using Target Tracker on a termly basis. Pupils are assessed against the NC linked statements as being below, at or above Age Related Expectations.
  • The children’s books and photographs of their learning
  • Our annual curriculum review, which takes place across the whole team, in the summer term. 
  • Learning conversations with pupils and teachers
  • Live feedback in lessons.
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