The journey so far….

Research shows the need for Geography teaching and learning to move beyond core knowledge to explore perceptions, empathetic knowledge and understand how, where and why different processes interact. With this in mind, we have designed a “Geography Lens” to inform a balanced approach to planning and teaching geography. The Geography curriculum at Canon Peter Hall is designed to spark awe and wonder within our children by preparing them with a rich knowledge of the world around them. This knowledge based curriculum has been designed with the intention of building the children’s understanding of their locality and how where they live forms part of their identity. Where possible, linking with local businesses to make children aware of the employment opportunities that their locality provides. Careful consideration has been given to the sequencing of the long-term plan. Within Autumn 1 we teach children about their locality as they need an understanding of their locality and how this relates to the wider world.

What do we want our Geography curriculum to achieve?
  • To tackle social injustice by providing pupils with the cultural capital (rich bank of vocabulary, knowledge and experiences) to enable them to access opportunities equal to that of pupils living in more affluent areas.
  • To provide children with an understanding of, and rich and varied prototype for, concepts such as location, environment, interconnection, sustainability and change
  • To teach children about human and physical geography and how the physical geography of a locality influences the human geography of that place.
  • To give children an understanding of the physical geography of our locality, the UK and the wider world
Geography Lens:
  • Place and Environment: human geography
  • Space: physical geography
  • Scale: making links and empathetic knowledge

In order to achieve a sense of awe and wonder, and a deep knowledge of their locality, fieldwork is an integral part of our geography curriculum. Therefore, the geography leader provides an overview document detailing opportunities for fieldwork in each geography unit.

From this Autumn 1 knowledge, children are able to compare other settlements, countries and continents throughout the year. Throughout the rest of the year, opportunities for topical geographical learning are planned through a critical thinking approach.

In order to plan a knowledge rich curriculum teachers are provided with Geography overviews that support the planning Geography. These are broken down into 6 key areas:

  • Vocabulary
  • Sequences of learning
  • Intended outcomes
  • Expert outcome
  • Pre- task
  • Resources and actions

From this teachers are able to create long term plans that clearly link to the skills identified in the Geography Lens and provide opportunities for field work in order to develop children’s geographical enquiry skills.

Further to this, a clear format for the teaching of geography and knowledge from the knowledge organisers has been created.

Teachers are expected to create knowledge organisers:

  • This must be based on their project overview and medium term planning. 
  • These must be clearly organised in the sequence of learning.
  • They must provide opportunities for dual cognition- images and text.
  • Key vocabulary must be clearly defined with age appropriate language.
  • Link their planning to the key areas of the Geography Lens.
  • Provide opportunities for pupils to think critically about the validity of sources to and explore different perspectives on topical subjects where appropriate.

A typical lesson at Canon Peter Hall will include: 

  • The addressing of misconceptions identified in pre-learning tasks.
  • Planned opportunities for retrieval practice at the start of every lesson to recall geographical knowledge and vocabulary through quizzing.
  • Promote and teach age appropriate tier 2 and 3 vocabulary within every lesson.
  • Use of inflatable globes to ensure all children have a concept of location and how to navigate the globe using key geographical language.
  • References to the personalised world map to put the place of study in the context of the wider world.
What do we want our children to become as a result of the Geography curriculum?
  • Children will have developed empathetic intelligence and be able to confidently discuss opposing viewpoints on topical subjects. Further to this, children will have experienced regular fieldwork and have developed a solid understanding of their locality and the opportunities it presents to them.

  • Informed citizens that contribute positively to local and global society, including courageous advocacy linked to the impact climate change and their responsibility to it.
What do we believe is right for our children to learn from the study of Geography?
  • To be able to access a broadsheet newspaper and hold a debate about current affairs, viewing these through the broad lens of significant geographical events and figures, including current affairs impacting on global society 
 GEOGRAPHY long term plan
GEOGRAPHY Project Overviews: