St Joseph’s School Vision for Geography

St Joseph’s Geography scheme of work aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world – in other words, to think like geographers. The intention is for pupils to develop the confidence to question and observe places, measure and record necessary data in a variety of ways and analyse and present their findings. We aim to build an awareness of how Geography shapes lives at multiple scales and over time. The hope is to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

What Children Learn

The four strands

The National curriculum organises the attainment targets for Geography under:

• Locational knowledge.
• Place knowledge.
• Human and physical geography.
• Geographical skills and fieldwork.

Our Geography curriculum has been planned with these strands running through each unit, ensuring balanced coverage of the different areas of Geography and both substantive and disciplinary knowledge.

Locational knowledge

Naming and locating places and features from memory; using atlases, globes and maps.

Place knowledge

Developing a sense of the children’s place in the world; comparing and contrasting geographical areas to understand their characteristics and cultures; learning how places are interconnected and change over time.

Human and physical geography

Understanding the relationship between humans and the environment; exploring the Earth’s natural features and processes; considering the impact of human activity on settlements; learning about land use, trade and natural resources

Geographical skills and fieldwork

Using maps and diagrams; describing location and direction; planning and carrying out fieldwork enquiries.

Skills Progression and the Spiral curriculum

Geography skills and knowledge are developed to support pupils in reaching the key stage outcomes as outlined in the National curriculum. New learning is weighted toward the start of each key stage, allowing ample opportunity for it to be revisited and applied in later years. The St Joseph’s Geography scheme has been designed as a spiral curriculum with the following key principles in mind:

• Cyclical – pupils return to the key knowledge and skills again and again during their time in primary school.
• Increasing depth – each time a skill is revisited, it is covered with greater complexity.
• Prior knowledge – pupils build upon previous foundations rather than starting again.

Broadening horizons

The process of broadening horizons involves starting with familiar contexts, such as the pupils’ local area, then gradually expanding to more distant or global perspectives. This approach helps learners build on their existing knowledge and understand their place in the wider world.

Key stage 1

The learning is sequenced to develop pupils’ conceptual understanding of scale and place by first learning about their everyday surroundings, then by looking at a national level and finally by studying global contexts which are likely to be new to them

Key stage 2

The National curriculum states that pupils should ‘develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge’, and so units across Key stage 2 are sequenced to allow pupils to build on their understanding of geographical concepts and themes, such as settlement, trade, climate change and natural resources, and fieldwork skills. As guided by the National curriculum, units are structured to reflect a regional approach, for example, the Amazonian region, a volcanic region in Southern Italy, the Alps, the Great Barrier Reef and a desert region. Case studies have been chosen not only to reflect the National curriculum guidance but also to ensure children have experience learning about a location in each continent by the end of primary school.

How we Teach Geography

Digital Literacy

The St Joseph’s Geography scheme integrates technology through digital maps, research tasks and interactive activities. This helps develop the children’s ability to find, evaluate and use geographical information effectively.

Oracy

Lessons encourage discussion, debate, and presentations on geographical topics, allowing the children to articulate their understanding, justify opinions and engage in collaborative learning.

The children use oracy to enhance their learning by thinking aloud, questioning and discussing activities. They develop essential skills such as choosing appropriate vocabulary, organising their ideas and listening effectively

Sustainability

Our Geography curriculum promotes awareness of environmental issues, encouraging children to develop a sense of responsibility for the planet by exploring concepts such as climate change, resource use, and conservation. The significance of climate change is crucial for understanding geographical interconnections. As stated by the Department for Education’s 2023 guidance, Sustainability and climate change strategy, educating children on the planet’s evolving conditions is vital. Engaging pupils with environmental issues can spark enthusiasm for positive change, broaden their understanding of sustainability, alleviate climate-related anxieties and instil pride in their educational settings.

Critical Thinking

Pupils analyse geographical data, compare different perspectives and evaluate sources of information. This helps them in questioning assumptions and forming reasoned conclusions on global and local issues.

Progression of vocabulary

The progression of vocabulary for Geography focuses on the essential words and terms for understanding the subject. These words are carefully selected to help pupils grasp concepts and ideas taught in the Geography curriculum. Geography vocabulary is categorised under four curriculum strands: Locational knowledge, Place knowledge, Human and physical geography and Geographical skills and fieldwork. Locational knowledge is split into further sub-strands. In alignment with the National curriculum’s aim for pupils to ‘develop contextual knowledge of the location of globally significant places’, specific locations are selected that correspond with the contexts and themes explored in the Geography units.

Assessment

Formative Assessment

Geography lessons include ongoing assessment opportunities, such as questioning, retrieval practice and interactive activities. Teachers assess understanding in real time and adapt their teaching accordingly.

Summative Assessment

Each unit begins and ends with an Assessment quiz and Knowledge catcher, which allow teachers to measure pupils’ understanding at key points. These tools help gauge how well pupils have retained key knowledge and skills over time.