Welcome to our Geography Curriculum
At Cuddington Croft, our Geography Curriculum encourages our children to develop a greater understanding and knowledge of the diverse world, as well as their place in it.
Our Geography Intent:
In Geography, our intent is to provide children with a better understanding of the world, how it is made up geographically and the different cultures that can be found around it. Through our Geography lessons, we aim to inspire our children to ask thought-provoking questions and equip them with the ability to discover answers to their own questions This develops the children’s knowledge of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Our Geography curriculum is hands-on and investigative which allows for transferable skills to be applied in the wider curriculum. Through our role as global citizens, we continue to embed the children’s understanding of global issues such as climate change and their role in helping to raise awareness and the impact they can have.
Implementation - how do we plan and teach Geography?
The implementation of our Geography units comes through our thematic approach to the curriculum. This is evident below in our topic overview. We teach the National Curriculum objectives throughout our thematic approach to our topics. The children build on skills across year groups and engage the children through exciting stimulus. A range of questioning styles are used in Geography, including partner discussions, group conversations, random name selectors, focus children for specific questions where there have been misconceptions identified and a conventional hands up approach. Children’s learning is under constant review in Geography lessons: reviews take place at the beginning of each unit - teachers are aware of prior learning the children will have completed in relation to each subject and time is spent recapping this learning. Children are given time to reflect on prior learning in order to understand how they are progressing and building on this learning. Each lesson, a review of the previous learning within the unit takes place. Time is spent recapping the key vocabulary and concepts covered. In all year groups, learning is scaffolded in using templates, writing frames, word banks, helping hand sheets and knowledge organisers. Children have access to a range of resources which they can use to best support their learning. Throughout the year, we have thematic days which support the teaching of these key skills.
- In Year 1, the children investigate the local area through map work and observations. The children make comparisons (both physical and human features) between the local area and other countries as evident when comparing the United Kingdom to the Arctic. The children will explore their knowledge of the world through identifying the seven continents and five oceans in the world. The intent is that the children have an improved understanding of places in the world and begin to use topical vocabulary in order to compare. Our intent is for the children to develop a greater understanding of their locality in order to build on this knowledge in Year 2.
- In Year 2, the children will draw upon their knowledge of the world as they delve deeper into the wider world and draw comparisons. The children will identify both human and physical geography. As the children build on their knowledge of the weather, they will explore climates around the world and compare the U.K to another destination. Through looking at different weather and cloud formation the children will study and observe this over time.
- In Year 3, the intent is for the children to have a better understanding of the make-up of the UK as well as a better understanding of their local area: in order to do this they study the history and geographical make up of Whitehall through the Tudors. In Geography, the children will build upon their learning from Key Stage 1 to navigate around a map using grid references and compass directions. The children will explore the geography of the world as they look at the hemispheres, longitude and latitude as well as the tropics. The children will look at natural disasters and how they occur.
- In Year 4, the children expand their geographical knowledge by studying the European country of Iceland and how its geography is quite unlike any others around the world. During this theme, they also expand on their knowledge of natural disasters by studying volcanic eruptions. They will also deepen their understanding of the world beyond Europe by learning about the Amazon.
- In Year 5, children develop an understanding of mountains and rivers whilst also giving them the opportunity to study the two poles in detail.
- In Year 6, children develop their prior learning of natural disasters to think about how countries prepare for them and the impact that they have.
Impact -how is progress shown?
Through the Geography curriculum, the children are able to make comparisons between the world in terms of cultures and geographical make up. It can lead to children conducting research to find out about human and physical features of different countries, developing their research skills. It allows children to develop map reading skills and using atlases to find more information in terms of physical features. In learning about different cultures around the world, the children also become more aware of the makeup of society, both locally and globally.
When our children leave Cuddington Croft, a good Geography learner will:
Have a good knowledge of their local environment and be able to make comparisons to other global locations.
Recall the continents, countries and oceans of the world.
Understand natural disasters, their impact and how to prepare for them.
Be able to discuss differences and similarities between cultures around the world.
Make comparisons between human and physical features of our world.
Have developed map skills and be confident using atlases, compass points and grid references .