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The intent of our school's geography curriculum is:

  • to inspire in the children a curiosity and enthusiasm about the world and to strengthen the process of critical thinking. 
  • to look at our place in the world from a global dimension, to gain a better understanding of our society and environment and to have empathy for people in the world, which will enable our children  to  understand that they can contribute to improving our world. 


The National Curriculum for Geography aims to ensure that all pupils:


  • develop contextual knowledge of the location of globally significant places - both terrestrial and marine - including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of the processes. 
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
  • are competent in the geographical skills needed to:
    • collect, analyse and communicate with a range of data gathered through experiences of field work that deepen their understanding of geographical processes
    • interpret a range of sources of geographical information including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. 



The implementation of the geography curriculum

  • Geography is planned for learning through a knowledge based curriculum acquiring key geographical skills. We ensure the curriculum aims are covered and explored in an innovative and creative way.
  •  Each geography topic begins with a big question and through a range of activities once the topic is complete the children will be able to answer offering explanations, facts, opinions and predictions.
  • Fundamental to our school's approach to teaching geography is providing experiences such as field trips for example:
    • Reception plan a trip to the post office discussing features they see on their journey, recognising familiar landmarks. 
    • KS1 go on an orienteering adventure to Broomwood woods following a map, noting physical and human features of our local landscape.