Intent: At Stratford-sub-Castle Primary School it is our intention to implement and deliver the Geography National Curriculum in an active and relevant way, which opens horizons and supports our vision and intent for the whole curriculum.
Our curriculum is unique because of our historical and geographical location, as well as the wonderful natural environment in and around the school. These enhance and drive our curriculum. Although we are socially diverse, we are not culturally diverse. We want to develop our curriculum to increasingly extend our pupils’ horizons and help them to know about and understand that the village of Stratford-sub-Castle, the city of Salisbury and the county of Wiltshire are part of a much, much bigger world. A world which; is ever more connected and interconnected.
Exploring how our planet ‘fits together’, as well as knowing about the serious natural and environmental challenges facing Earth will support individuals to make informed and ethical choices about how to they wish to lead their lives as responsible global citizens and inspire in our pupils a curiosity and fascination about the world and its people.
The overarching concepts for Geography at Stratford-sub-Castle Primary are:
- LOCATION: spatial awareness of different continents, countries and the names and locations of major physical and human features
- PLACE: similarities and differences between different areas of our own country and other places in the world
- PHYSICAL GEOGRAPHY: processes and patterns in the natural environment
- HUMAN GEOGRAPHY: the different features of the Earth’s surface created by people, including buildings, cities
- INTERDEPENDENCE: how people all over the world are linked due to trade, climate change, environmental issue etc
- RESOURCES: knowledge of what the resources provided by our planet are and the challenges to sustainability and equitability for the world’s population
- FIELDWORK: how we can observe, measure and analyse geographical processes for ourselves, outside the classroom
- MAP / ATLAS SKILLS: developing skills to describe, interpret and analyse our world
Implementation: Learning is embedded through the development of knowledge and skills over time and through the teaching of overlapping concepts. Progression is mapped coherently. Subject specific vocabulary, as well as ‘enabling knowledge’, which aids future learning, has been identified as part of the mapping process. This ‘Progression Map’ allows for effective planning and assessment. Teachers use it to craft units of work which are ‘blocked’ to provide continuity of learning, to engineer the immersion of pupils in their studies, use resources effectively and to facilitate links within and between subjects. The key components of each unit of work are regularly revisited and reviewed in order to embed learning.