Our Geography curriculum follows the National Curriculum, and encompasses the key areas of substantive knowledge; locational, place, human and physical geography, and geographical skills (including map skills and fieldwork). Each lesson has an overarching geographical objective covering one of these areas of knowledge. 

All children will access a broad and exciting Geography curriculum. Children with SEND, PP and EAL will be given the same opportunities as all children. Teachers will use a range of methods to support children to access the curriculum. GD children will be identified in assessment, encouraged and challenged to go deeper in their learning. 

Our children learn to identify and locate a range of continents, countries and important cities. Key locational knowledge is identified for each year group and revised in future years. 

Children learn about a range of places in the world, including places in Europe and the Americas. They explore the physical and human features of these places, and compare them to the UK.  

Children will learn about a range of human and physical geographical topics. They will learn about geographical processes, and begin to understand how these processes are interdependent. In KS2, they will begin to chart changes in landscapes over time and place. 

Children will become confident in the geographical skills needed to collect, analyse and present a range of data. They will have regular fieldwork experiences, which will deepen their understanding of geographical processes. A regular focus on local geography will facilitate this. 

Children will be able to confidently read, understand and make maps. They will experience using atlases, globes and aerial photographs. 

We intend for our Geography curriculum to be used as a key tool in our children’s understanding of the diversity of culture. 

Geography is taught as part of our Big Ideas throughout the year, allowing for strong cross curricular outcomes While the curriculum content for each year group is fixed, the order that topics are taught within the year changes to best fit the wider Big Idea. Our geography curriculum covers all the expectations of the National Curriculum. 

There is a clear progression of knowledge and skills as children move through the school, shown in the Long Term Plan and progression of skills document.. Teachers are aware of how to implement this planning into the classroom. 

All Geography lessons have a clear geographical objective, linked to Geographical Knowledge and Understanding, Map Skills or Geographical Skills and fieldwork. Teachers use the Long Term Plan and the Progression of Skills document to ensure this. 

Teachers have a clear idea of the knowledge that will be acquired and remembered by the children at the end of each unit. They use unit Knowledge Organisers to share this with the children and their parents. 

Key locational knowledge that should be acquired is mapped out for each Year group. Teachers include this knowledge in their lessons, as well as revising knowledge learnt in previous years. 

In every year group, children are given the opportunity to practise map-reading and other geographical skills. As they move through school, children are introduced to compass-reading and grid references, and begin to understand scale. Children are given access to a wide range of resources, including OS maps, atlases, globes and digital maps such as Google Earth. 

The local area is fully utilised to allow for regular fieldwork experiences, and development of geographical skills. Regular school trips provide further relevant and contextual learning and enrich children’s experiences. 

Teachers use retrieval activities regularly, to assess the children’s understanding of key geographical knowledge.  

We understand the importance of tier-3, subject specific knowledge in unlocking geographical understanding. Staff are given key vocabulary for each unit, and this is displayed on Big Idea boards, as well as being included in Knowledge Organisers. Vocabulary is developed and shared across school, and regularly revisited in future year groups. 

Teachers assess and adapt their teaching so that every child is able to access the geography curriculum. . Teachers use a range of teaching methods to support children in class, including focus groups, scaffolds, ICT support and pre-teaching.  

Children who show a passion and skill for geography are identified, encouraged and challenged. Open questioning is used to encourage higher-order thinking.

Children are taught how to present and communicate geographical information in a variety of ways, including maps, quantitative investigation, and longer pieces of writing.  

Assessment for Geography is based on the key enquiry questions for each topic. Teachers assess children’s understanding using a range of methods, as explained in the assessing foundation subjects document. Teachers use their assessment to inform future planning and differentiate their teaching for the needs of their class. 

ICT is used to support learning where appropriate. Children are given opportunities to research online, create videos and presentations, and use pic collage. Students are also introduced to computer mapping programmes such as Google Earth. Children also have access to the geography resources on Purple Mash. 

Students are given regular opportunities to learn about countries and cultures very different to Britain. Teachers are encouraged to adapt teaching plans to include the diverse cultures found in their class. The wonder of the different cultures found in our world is celebrated at events like Culture Week. 

By the end of their time at Meadowside, we want our children to be passionate and curious geographers, who can speak confidently about their learning, and their opinions of it. 

Outcomes in the Big Idea and Humanities books evidence and broad and balanced curriculum, with a clear progression of skills and knowledge. 

All children make good progress from their starting points in Geography, and are supported to reach their full potential. SEND, PP and EAL children enjoy and broad and personalised curriculum. 

Children can talk about their learning with confidence, and are able to remember their Geography learning from previous years. 

Children are increasingly independent thinkers and can generate their own questions to study through fieldwork and observation. They have the skills needed to analyse, interpret and present data effectively and can draw conclusions.  

Children have secure skills in reading a range of maps and atlases to support with locating places and features. They can interpret and understand different keys, scales and map symbols.  

Children leave Meadowside with a solid understanding of some of the diverse people and places around our world and how they are similar and different to us and our local area.  

By Year 6, children will have the knowledge and skills to be able to debate and discuss geographical issues and to be able to reflect and form their own opinions on matters such as climate change and natural disasters.  

Children use our Geography curriculum to become inquisitive and passionate young citizens, who are enthusiastic to protect our communities and the environment. 

They are curious to learn more and are fully prepared for the secondary curriculum.