Geography

Our school vision is ‘Explore, Dream, Discover: be the best that you can be’, we have adapted David Weatherly’s ‘Connected Geography’ scheme to reflect our school vision and meet the needs of our learners. 

Through studying Geography at Kirkoswald C of E School, pupils will work as geographers to explore the relationship and interactions between people and environments. We want to equip our pupils with the skills and knowledge to discover their place in a complex and dynamically changing world. The many opportunities and challenges that will arise during their lifetime will be very much about geography – personal, local, national and global. From adapting and mitigating the impact of climate change and predicting natural hazards such as tsunami and earthquakes, to understanding the causes and effects of population migration around the world, our pupils will need to know about geography and to think like geographers to become active citizens of the future. All pupils at Kirkoswald School are entitled to a Geography curriculum that is:

Aspirational as it instils in our pupils a desire to achieve the highest levels of success. We do this through providing pupils with the appropriate opportunities to build their substantive and disciplinary knowledge, master and apply subject skills and techniques and acquire the specialist language and technical terms to communicate their understanding effectively. Such high aspirations are clearly identifiable in the progressive and increasingly challenging objectives and end points of learning detailed in the medium term plans (MTPs) of each enquiry, which define what the pupils will know, understand and be able to do;

Coherent , relevant, broad and balanced in terms of the areas of subject content we have selected which reflect the guidance of the National Curriculum. Content includes an even proportion of physical and human investigations such as the effect of rivers on the landscape and the impact of the rise of megacities in the world. Consideration has been given also to making certain that our geography curriculum maintains relevancy and topicality through including enquiries that engage pupils in studying issues such as climate change, flooding and trade 

Sequenced to ensure that pupils can build on prior knowledge and understanding as they tackle more complex and demanding enquiries. For example, the understanding gained and concepts explored through an enquiry on the impact of earthquakes at Lower Key Stage 2 are revisited and extended when the pupils study the impact of living on a volcanic island in Iceland at Upper Key Stage 2; 

Progressive and more challenging from EYFS through Year 6 both in terms of the complexity of the subject knowledge we want our pupils to acquire and also the disciplinary thinking skills we support them to master and apply to ensure they understand the significance of that knowledge. These anticipated outcomes in knowledge and understanding and skills acquisition are detailed in the objectives of the schemes of work of each enquiry and also appear alongside the end points of learning in the MTPs which inform each investigation. In terms of the geographical techniques we want our pupils to master as they progress through the school our curriculum planning has been informed by the identification of the coverage required at EYFS/Key Stage 1, Lower Key Stage 2 and Upper Key Stage 2. These are integrated into our termly enquiries to ensure full coverage through the curriculum;

Inclusive in terms of delivering the same curriculum to all of our pupils and differentiating provision where necessary through, for example, in class support, providing different learning environments, alternative learning activities and assessment outcomes.

Downloads

Geography End Points of Learning