Implementation - How Do We Deliver the Geography Curriculum?
Our Geography Curriculum design is based on Chris Quigley Essentials Curriculum. Underpinned by the curriculum drivers, our geography curriculum sets out:
A clear approach as to when the aspects of geography are covered. At early years, this is rooted in the children’s everyday experiences, from finding out about the world around them, their house, their school, their street. As they move into years one and two, they focus on developing their skills in geography, including finding out more about the town of Market Drayton, the countries and capital cities of the United Kingdom and they look at a seaside location. As they progress into KS2 (Year 3-6), they build on the skills covered in KS1 and develop further aspects of geography including rivers, mountains, volcanoes and earthquakes, a European and non-European study. In working this way the children work and develop their understanding throughout the primary phase.
The road map gives you a really good overview of our geography curriculum from nursery to Year 6.
The ‘threshold concepts’ are what pupils should understand and the skills they should develop. In geography, these are returned to again and again across all year groups, they are what develops the designing and making skills. These include:
This returning to the same thing again and again is called interleaving.
The detailed progression can be found in the document below.
Impact - How Do We Help Children Get to a Deep Level of Understanding?
Through the explicit teaching of skills in geography, both the teachers and the pupils assess their learning continuously throughout the lesson. To help children get to a deep level of understanding we return to the threshold concepts again and again.
Children develop each concept over time and it takes a two-year period to get to a deeper level of understanding at the appropriate age. For example, in year one, children will have a basic understanding of geography at an age appropriate level, but by revisiting this they should have a deeper level of understanding and have developed their skills by year two.