Aims

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 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 fieldwork that deepen their understanding of geographical processes.
  • interpret a range f 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.

Intent

At BHPS we provide children with a challenging and engaging geography curriculum that inspires a curiosity and fascination about the world and its people. We want them to have an interest in and a sense of wonder about places. Through studying a variety of places, they begin to make sense of a complex and dynamically changing world. They are increasingly able to explain where locations are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. We include an understanding of environmental issues, some of which relate to climate change.

We aim for children to build a bank of key geographical knowledge, understanding and skills. As we draw our pupils from a wide area, we start with ensuring pupils have a strong understanding of the school geography and the immediate local area. As pupils progress, they study locations further afield and those of significance currently and historically. Many of our pupils have significant links with places around the globe and we aim to celebrate these as well as using these as valuable resources.

Conceptual Knowledge

Substantive knowledge (knowing that) in primary geography refers to conceptual knowledge - fundamentally the content and facts that students should acquire in the study of geography at primary school level. It involves understanding basic concepts, information, and skills related to geography.

Conceptual knowledge is made up of.

• Locational knowledge

Positioning systems, name and locate locations

• Place knowledge

Connection of location and physical/human geography processes with personal experience

• Human and Physical Geography

   e.g. environmental, migration, plate tectonics, climate change

• Geographical skills and fieldwork. 

   e.g. using maps, globes, aerial phots, collecting first-hand experience

Conceptual knowledge provides the foundation for further learning in the subject. It helps pupils build an understanding of the world around them and lays the groundwork for more advanced geographical concepts in later education.

Procedural Knowledge

Disciplinary knowledge (knowing how) in primary geography refers to procedural knowledge - the ways of thinking that are specific to the field of geography. The curriculum is designed for pupils to see that geography is a dynamic subject where thinking and viewpoints change.

It involves the development of a deeper understanding of the discipline, going beyond the basic facts and information (conceptual knowledge) to encompass the tools and approaches used by geographers to study and analyse an ever-changing world.

The ’R’ of SPARK refers to relevance and in geography we aim to allow children to consider modern day factors and associated processes and their implications for the future. For example, current human migration as a result of conflict, climate change and socio-economic factors.  

Incorporating procedural knowledge in primary geography helps pupils develop a broader set of skills that are applicable not only in geography but also in other areas of study and in real-world contexts. It lays the foundation for more advanced geographical concepts and methods as pupils progress through their education.

Key Concepts have been identified to enable children to contextualise, link and understand conceptual knowledge. Geography knowledge is rarely static. The subject is dynamic because the world, and our understanding of it, is continually changing. Yet some key geographical concepts are enduring and will be relevant in any geography curriculum past, present or future.

Implementation

We motivate and enthuse pupils by creating meaningful links with other curriculum areas including maths, science, history, art DEIB and SMSC. Wherever possible, we use first-hand experiences and fieldwork to deepen their understanding of geographical processes. We aim to provide some off-site experiences with a specific geographical focus. We use a range of sources of geographical information, including maps, diagrams, globes and access to the latest technologies. This ensures that their curiosity and fascination are maintained and that geography is delivered in an exciting, relevant and engaging way.

Our geography curriculum is designed to allow children time to think, discuss, practise, explore and embed. This allows time for teaching, practice and repetition – both in a year group and across key stages. Curriculum coverage is sequenced carefully from EYFS to Year 6 which allows key concepts, conceptual and procedural knowledge to be developed and revisited at a deeper level of learning.  Progression is also ensured by increasingly complex teaching and learning of Geographical fieldwork and skills and key vocabulary. Units of work have been allocated to specific years to ensure that more complex thinking is planned for thus ensuring that children’s ability to make connections between the key concepts is expected.

Lessons will be planned and a knowledge organiser provided for pupils, which outlines the area to be taught, how new knowledge and skills fit in with prior learning, ‘sticky’ knowledge they need to understand and key vocabulary they need to learn. Lessons seek to introduce new knowledge and concepts in small, logical steps, in line with cognitive load theory. Children’s knowledge will be built up gradually, making links, wherever possible, to previous knowledge and other areas of learning. We seek to further children’s ability to commit new learning to long term memory by assessing their retention and revisiting key knowledge. Potential misconceptions will be addressed through carefully selected lesson content and effective feedback.

Geographical skills will be taught and not just ‘experienced’ by carrying out practical work. Procedural knowledge will also be taught debated and discussed.   

Impact

The impact of our geography teaching can be constantly monitored through both formative and summative assessment opportunities, such as low-stakes tests/quizzes, rapid recall opportunities, varied activities. Opportunities for children to communicate using key vocabulary will also form part of the assessment process in each unit.

Pupils should leave BHPS equipped with the requisite skills and knowledge to succeed in key stage 3 geography. They will have the necessary tools to confidently and meaningfully question and explore the world around them as well as critically and analytically experiencing and observing phenomena. Pupils will understand the significance and impact of geography on society.

The expected impact of our geography curriculum is that children will:

• Have an excellent knowledge of where places are and what they are like.
• Have an excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.
• Have an extensive base of geographical knowledge and vocabulary.
• Have the ability to apply questioning skills, use effective analytical and presentational techniques, reach clear conclusions and develop a reasoned argument to explain findings.
• Be able to utilise fieldwork and other geographical skills and techniques.
• Have a passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
• Have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary processes and issues in society and the environment.
• Be able to explain and remember the key (sticky) knowledge, using scientific vocabulary, during and at the end of each unit of study. This could be evidence by work in books, low stakes assessment activities or through pupil conversations.
• Meet the end of key stage expectations outlined in the National curriculum for geography.
• Have high aspirations, which will see them through to further study, work and a successful adult life
• Have a genuine love of geography and a thirst for geographical knowledge.