At Coldean we aim to deliver high-quality education that inspires pupils to be curious and explore the world and its people. They develop their knowledge, skills and understanding of the key aspects of contextual knowledge, processes (both physical and human) and geographical skills ensuring that they achieve the aims of the National Curriculum for Geography – Key Stages 1 and 2 (DfE, 2013)
Our cross-curricular ethos enables children to feel they have fully accessed and been exposed to elements of the curriculum in an engaging and relevant manner.
Lessons are intended to improve geographical vocabulary, map skills and geographical facts and provide opportunities for consolidation, challenge and variety to ensure interest and progress in the subject.
Our ‘Good-Life’ programme provides a pathway through our Geography curriculum whereby our ‘Good-Life’ Ambassadors promote the message of ecological sustainability so that our pupils are armed with the necessary knowledge to look after our world for future generations.
Our curriculum is sequenced in line with the EYFS Statutory Framework (2020), Development Matters (2020) and the National Curriculum for Geography (2013).
EYFS & KS1
Geography knowledge, skills and understanding are taught explicitly in lessons linked to each topic. The key aspects are organised into five strands geographical enquiry and fieldwork, map skills, locational and place knowledge and physical and human geography to ensure that pupils’ knowledge, skills and understanding are built upon through successive years towards clearly identified year group learning outcomes. Wherever possible activities are linked to year group topics to provide further engagement and purposeful learning.
The geographical contexts for learning begin with the school and home environments for pupils in EYFS. These expand to Coldean, Brighton and the countries of the United Kingdom through Key Stage 1. Their learning journey continues through more detailed studies of the United Kingdom to Europe and thence to North and South America by the end of Key Stage 2.
In KS1, children begin to use maps and recognise physical and human features of the local area, building to using maps to explore the continents and oceans of the world in Year 2. Further, in Year 2, children will begin to compare where they live to places outside of Europe and engage in geographical enquiry and fieldwork to support these comparisons. For example, Year 2 link up with a Grade 1 class in Brighton Beach, Australia to share and compare the results of their enquiries.
In KS2, map skills are developed further using more detailed maps, co-ordinates, keys and symbols and children develop their own geographical enquiries to address local issues, such as the impact of building new homes in the area.
Year 5 and 6 pupils are invited to become ‘Good-Life’ Ambassadors supporting children and staff in school to use the world’s precious natural resources including energy, food, minerals and water in more sustainable ways. This is promoted through our Active Travel projects, Eco-Schools’ Green Flag Award, our Solar Panels and most recently in our commitment to the Plastic-Free Schools initiative.
Knowledge Mats support learning across the curriculum, including targets specific to geography, as well as key vocabulary and related reading opportunities. These are shared with children and parents to assist with learning support at home. Homework grids include a geography-based task, which gives children additional opportunities to develop geographical knowledge outside of school.
Across both key stages, children have a range of opportunities to experience geography through practical engaging tasks beyond the classroom.
Local educational visits to places such as Rottingdean and Cuckmere Haven Trips create instant engagement with the topic, and ensure that the knowledge becomes sticky for our children. These include experiences of fieldwork that deepen children’s understanding of geographical processes.
Learning activities are devised to suit the needs of all pupils. Educational support is planned for by class teachers and include such strategies as devising ‘parallel’ activities, peer support, accessible printed/practical resources, use of IT e.g. using video camera to capture fieldwork activity. Challenge is provided through probing, higher-order questions and activities that deepen pupils’ understanding of the concepts taught.
Our Geography curriculum should ensure that children leave Coldean:
- Knowing how their actions affect the local environment and the sustainability of the Earth’s resources.
- Knowing how their actions support the continued award of Eco-School’s Green Flag Award.
- Remembering key knowledge of places and locations as outlined in the National Curriculum and how to source geographical information as required.
- Able to use a variety of key vocabulary with which to discuss their geographical knowledge and understanding.
- Able to demonstrate their new geographical knowledge, skills and understanding through their ‘Double-Page Spreads’
Training, planning and teaching our Geography curriculum should ensure:
- Knowledgeable and skilful teachers able to assess pupils’ learning against our Progression Map objectives.