Otley and Witnesham Partnership

Subject Intent: 

Our aim is to encourage pupils to develop an appreciation and understanding of the world, to ignite children’s curiosity and to develop key geographical skills. Through carefully sequenced lessons, children build their geographical  knowledge and skills over time. We want our pupils to be inquisitive about their world and develop an informed concern about the quality of the environment, the use of resources and the future of human habitat, thereby enhancing pupils’ sense of responsibility for the care of the Earth and its people.

Our skills and knowledge framework is built around 10 Big Ideas. These are global themes and concepts  such as humankind, place and space, comparison and significance.  We have carefully mapped our provision to ensure that each project builds on prior knowledge and understanding alongside developing key skills such as an ability to interrogate sources, ask valuable questions and conduct research in an effective, efficient way. As pupils progress through school, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes. Geographical knowledge, understanding and skills provide the framework that explains how the Earth’s features are shaped, interconnected and change over time. This geographical knowledge alongside a developing sense of their role as a global citizen enables them to understand wider global issues by the time they reach the end of Key Stage 2. 

It is important to teach children correct subject vocabulary, therefore we have built consistent use of geographical vocabulary across the projects, due to their connected themes. This  helps them to articulate their developing geographical knowledge. 

Beyond the classroom, we use our school grounds, local area and field trips to allow for rich, meaningful experiences that cement knowledge and engagement and ensure their learning is embedded in practice, providing pupils with the chance to demonstrate progression of skills and develop as ‘geographers’.

Implementation:

The geography projects are well sequenced to provide a coherent subject scheme that develops children’s geographical knowledge, skills and subject disciplines. Geographical locations are not specified in the national curriculum, so they have been chosen to provide a broad and diverse understanding of the world. These can be seen in more detail using CurriculumPRO. Where there are opportunities for making meaningful connections with other projects, geography projects are sequenced accordingly. For example, children revisit the geography of settlements in the history project School Days after studying types of settlements in the geography project Bright Lights, Big City. All geography projects are taught in the autumn and spring terms, with opportunities for schools to revisit less secure concepts in the summer term.

Key Stage 1

In Key Stage 1, each autumn term begins with essential skills and knowledge projects (Our Wonderful World in Year A and Let’s Explore the World in Year B). Teaching these projects in Years 1 and 2 enables children to be introduced to, or revisit, critical geographical concepts, aspects, skills and knowledge. These projects prepare children for the study of more thematic geography projects in the following term. In the spring term of Year A (24-25), children study the project Bright Lights, Big City. This project introduces children to the geography of urban environments and the physical and human features of the United Kingdom. In contrast, in the spring term of Year B (23-24), children carry out a detailed study of coastal geography in the project Coastline. This project introduces children to the geography of coastal environments and provides children with the opportunity for in-depth coastal fieldwork.

Lower Key Stage 2

In Lower Key Stage 2, children begin with essential skills and knowledge projects (One Planet, Our World in Year A and Interconnected World in Year B). Teaching these projects in Years 3 and 4 enables children to further develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term. In the spring term of Year A (24-25), children study the project Rocks, Relics and Rumbles, which explores physical features and geographical phenomena, including earthquakes and volcanoes. In contrast, in the spring term of Year B (23-24), children carry out a detailed study of the physical features of mountains and rivers, which includes opportunities for in-depth fieldwork.

Upper Key Stage 2

In Upper Key Stage 2, children again begin with essential skills and knowledge projects (Investigating Our World  and Our Changing World). Teaching these projects in Years 5 and 6 enables children to develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term. In the spring term of Year A (24-25), children study the seasonal project Sow, Grow and Farm, which explores farming, agriculture and rural land use. In the spring term of Year B (23-24), children study the polar regions in the project Frozen Kingdoms. The project includes an in-depth analysis of the characteristics of these regions, including environmental issues.