Our vision at St. Paul’s is to inspire the smallest seeds to flourish so that everyone can reach their full potential. Through our Geography curriculum and wider school opportunities, we want our children to be equipped as global citizens and to be socially and environmentally responsible.
The National Curriculum for Geography aims to ensure that all pupils:
o 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.
o 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.
o 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 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.
Our Geography Curriculum:
Intent
At the core of our school curriculum lie our STAR Curriculum drivers: Success, The World, Aspiration and Resilience.
At St. Paul’s CE Primary School we want our children to be inquisitive and informed about the Earth’s surface, it’s atmosphere and its features.
Our knowledge rich curriculum provides our children with regular opportunities to think, apply and practise key skills and knowledge, alongside a rich reading experience.
We want our children to be equipped as global citizens and to be socially and environmentally responsible.
Implementation
All learning will start by revisiting prior knowledge. Staff will model explicitly the subject-specific vocabulary, knowledge, and skills relevant to the learning to allow them to integrate new knowledge into larger concepts. Weekly curriculum quizzes are used to review learning and check that children know more and remember more. Geography assessment is ongoing throughout the relevant cross-curricular themes to inform teachers with their planning lesson activities and differentiation. Summative assessment is completed at the end of each topic where Geography objectives have been covered. Our geographers will be given a variety of experiences both in and out of the classroom where appropriate to create memorable learning opportunities and to further support and develop their understanding.
Please see below Whole School Art Overview:
Please see below examples of art curriculum units. The full art curriculum is available in school and available to see upon request.
Please see below our reading spine for Geography:
Impact:
The children of St Paul’s will leave school having developed a love for Geography and will have established an extensive base of geographical knowledge and vocabulary that will be carried on into Key Stage Three. Children will develop a real sense of curiosity about our world and the people who live in it. All children will be able to discuss what they have learnt and apply their knowledge to the current issues in society and the environment.
Assessment
Children are assessed once per term. Through a range of written and verbal methods, teachers gather evidence and give verbal and written feedback to every child. Success criteria can be seen in children’s books and highlighted according to their ability of achieving this criteria.
Early Years
In EYFS, children work towards the statements from the 2021 Development Matters. they are prerequisite skills for Geography within the national curriculum. The table below outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for Geography.
The most relevant statements for Geography are taken from the following area of learning:
- Understanding the World
- Mathematics
|
Geography |
|||
|
Understanding the World |
• Use all their senses in hands-on exploration of natural materials. • Begin to understand the need to respect and care for the natural environment and all living things. • Know that there are different countries in the work and talk about the differences they have experienced or seen in photos. |
||
|
Mathematics |
• Understand position through words alone. For example, “The bag is under the table,” – with no pointing. • Describe a familiar route. • Discuss routes and locations, using words like ‘in front of’ and ‘behind’. |
||
|
Understanding the World |
• Draw information from a simple map. • Recognise some similarities and differences between life in this country and life in other countries. • Explore the natural world around them. • Recognise some environments that are different to the one in which they live. |
||
|
Understanding the World |
People, Culture and Communities |
• Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps. • |
|
|
The Natural World |
• Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. • Understand some important processes and changes in the natural world around them, including the seasons. |
||