Geography

Our curriculum inspires pupils’ lifelong curiosity and fascination about the world and its people. These aims link well with our Catholic ethos as we celebrate Catholic Social Teaching and their role as Stewards of God’s Creation.

Intent

St Patrick’s curriculum is based on the broad outlines set out by the National Curriculum, with the depth of coverage been planned with our faith and children at the centre.

• Our Geography Curriculum is based on four pillars, which help us build the children geographical knowledge:
• Locational knowledge helps the children know where is where. It underpins our Geography curriculum as this helps our children build on their own identify and develop their sense of place. We have carefully selected regions that are relevant to our children.
• Human and Physical Processes had been broken down into building blocks to allow children to gain a secure understanding before moving on.
• Place Knowledge is a key part of geography, bring together the other pillars, which helps children to make connections and bring together their learning. We teach this through case studies.
• Geographical Skills and Fieldwork is an integral part of Geography and is integrated into our curriculum. They are taught to collect, analyse, conclude and present data and use their geographical knowledge to make conclusion from their findings.

Implementation

Our curriculum is our focus, ensuring that we are thinking about what is being taught at each stage.

Ensuring previously taught content is returned to and developed further to support children’s development over time.

Geography is taught in the first half of each term, with weekly lesson to aid learning through regular revisiting.

Relating human geography where relevant to our role a stewards of God’s creation and physical geography to the wonder of God’s creation.

Regular opportunities to build on the children geographical skills onsite and offsite.

Knowledge organisers reviewed frequently at school and home, to support children with new vocabulary and highlight the core knowledge that the children must know.

Teachers are aware of the Hinterland knowledge that the children need to know to support their understanding in the moment, but they do not need to remember.

Quality first teaching for all, including differentiated work to ensure all children can access the learning, including SEND children.

Impact

To gain skills that are transferable to other curriculum areas.

Children will be able to build on their own identity and develop their sense of place.

Children will have been taught the procedural knowledge, so that they can turn it into a skill.

Apply to apply their locational, human and physical and place knowledge to draw conclusions, using disciplinary knowledge.

Children able to recall the core knowledge so that this can be built upon in the future.

 Our World

 Across the school, we use our local environment to stimulate our geographical questions and to learn about what human and physical features can be found nearby.  We consolidate this learning by conducting a range of local visits and walks to discover and answer our enquiry questions.