Hadlow Primary school is committed to providing a comprehensive and engaging geography curriculum that equips our students with the knowledge, skills, and understanding they need to succeed in the world. Our curriculum aims to foster a love of geography and an appreciation of the importance of the subject in addressing contemporary global issues.
We recognise the importance of physical and human geography and aim to provide our students with a solid grounding in both. Our curriculum is designed to promote critical thinking, analysis, and interpretation of data and maps, ensuring that our students are equipped with the analytical skills needed to make informed decisions and judgments.
Our curriculum provides opportunities for students to engage with contemporary global issues, including climate change, sustainable development, and global inequality. Through our curriculum, we encourage our students to consider their role and responsibilities in relation to these issues and to develop practical skills such as fieldwork and data collection.
At HPS, we believe that geography provides a unique opportunity to promote understanding, respect, and appreciation of the diversity of the natural world and human cultures. Our curriculum encourages our students to engage with different perspectives and ways of life and fosters an appreciation of the interconnectedness of the world.
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 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.
The primary geography curriculum is taught over 3 terms (Click her for link to National Curriculum).
We cover all the mandatory curriculum, which includes knowledge of The United Kingdom and its locality, in addition to parts of Europe, Asia, the Poles and the Americas. We maintain a strong emphasis on sustainability and cultural awareness, using a range of geography resources and fieldwork to support geography knowledge and enquiry skills.
Topics covered by year group are:
EYFS - Exploring the Natural World, Life in Different Countries
Year 1 - Our Village, Our School, Our Home; Blue Planet; Wild Weather
Year 2 - Small Village, Big City; Pole to Pole; Crazy Climates
Year 3 - The United Kingdom, An American Road Trip, Natural Disasters
Year 4 - Sustainability, Bella Italia, River Deep, Mountain High
Year 5 - A Passport to Europe, Remarkable Rainforests, Natural Resources and Trade
Year 6 - Conservation: Save Our Planet; Incredible India; Changes Over Time
*All year groups will incorporate fieldwork into their 3rd Term's Geography topics.
Pupils will be taught about:
- Locational Knowledge
- Place Knowledge
- Human and Physical Processes
- Geographical Skills and Fieldwork
In Early Years Foundation Stage (EYFS), geography is focuses on the broader "Understanding the World" area of learning. We give children opportunities to develop their understanding of the world around them, including the natural world, the built environment, and the world of technology, with a key focus on the following aspects of geography. (Click here for a link to the National Curriculum for EYFS - page 8 and 10)
People and communities: children should develop an understanding of the world around them, including the people and communities that make it up. Children will talk about past and present events in their own lives and the lives of family members. They will recognise similarities and differences between themselves and others, among families, communities and traditions.
The world: children should be given opportunities to explore the natural world, including the weather, seasons, and changes that occur in the environment. Children will know about similarities and differences in relation to places. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: children should be encouraged to explore and use technology, including tools and equipment used in everyday life. Children will recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Key Stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Key Stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
At HPS, geography learning is taught once a week for 1 hour.
We are committed to ensuring that our curriculum covers the four key skills of geography as set out in the national curriculum. These skills are:
Geographical enquiry, Geographical knowledge and understanding, Geographical communication, and Geographical skills.
Teachers implement a broad and rich Geography curriculum which progressively takes children through a journey. We start in Reception, where children learn about past and present events in their own lives and the lives of family members. They begin to recognise similarities and differences between themselves and others, among families, communities and traditions. Children will also begin to make connections (similarities and differences) between places. They will be able to share observations of their own immediate environment and how environments might vary from one another, including observations of animals and plants and explain why some things occur, and talk about changes. Children will recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
We follow the National curriculum from Year 1-6. We have created a Long Term Plan, which follows the National Curriculum closely, while allowing our creative teachers the freedom to tailor their lessons to suit geographical topic work. We have clearly defined objectives, clear sequencing, and skills progression. Knowledge Organisers, created by classroom teachers, provide children with pictures, diagrams, and rich vocabulary key to understanding the intricacies of the lessons. Children in each year group are taught through clear modelling, allowing for discussion and exploration to develop their knowledge and understanding of geographical concepts. Children who have shown their understanding will have opportunities to deepen their understanding through extension prompts. This will ensure that children are able to apply the skills and objectives further.
Feedback is given on children’s learning in line with our feedback policy. Formative assessment within every lesson helps teachers to identify the children who need more support to achieve the intended outcome and who are ready for greater stretch and challenge through planned questioning or additional activities. Timely daily/weekly interventions are put in place to offer extra support to children who are identified. Children with additional needs are included in whole class lessons and teachers provide scaffolding and relevant support as necessary.
In order to support teacher judgments, the subject leader does termly drop ins to: observe the learning environment, examine book work, and conduct pupil voice to assess understanding. Teachers are expected to offer revision of taught skills weekly in hopes long term retention will occur. In the event a class or individual pupils are not demonstrating adequate progress, it is the responsibility of the subject leader to convey this to the class teacher and assist with strategies to put in place to correct the issue.
‘Geography is important as it takes children on a journey of understanding the world they live in. It opens their eyes to their wider community, helping to build passion and respect for their past, their present and their future. To encourage them to not only climb mountains but to move them.’ ~ Mrs. Hood, Y5 Team
"I like geography because I learn about countries and it makes me want to visit them." - Hadi
"I like geography because I like learning about different climates of countries and continents." - Fyn
"I like geography because I get to learn about the world." - Theo
"I like Geography because it teaches me about different places that I've never been before." - Ellie
'I love learning about the world. I really like finding different countries on the maps,' Year 1 Pupil.
'I like learning about the oceans and how we can keep them clean,' Year 1 Pupil.
The impact of Hadlow Primary School’s geography education has been significant, as evidenced by the students' increased understanding of their local and global environments, their ability to identify and appreciate different cultures and communities, and their awareness of environmental issues and their role in preserving the planet. Learners also demonstrate a deeper understanding of geographical vocabulary in discussions and written work. Students show increased enthusiasm for geography lessons and are more actively engaged in their learning, participating more in discussions and asking questions. This enthusiasm has led to students become more aware of environmental issues and are motivated to take action to protect the planet.
Students have developed critical thinking skills, as well as communication and collaboration skills, which have enabled them to contribute positively to their communities and make informed decisions about their actions. We hope students develop transferable skills such as map reading, data interpretation, and critical thinking, which can be applied to other subject areas and real-life situations. As a result, they are on their way to becoming active global citizens who are equipped to tackle the challenges of the future with confidence and empathy with a wider perspective on the world and different cultures, leading to greater empathy and appreciation for diversity.