At Halam Primary School we aim to deliver a high-quality geography curriculum using The Learning Challenge Curriculum. Children are given experiences in the classroom and use fieldwork and educational visits to inspire a curiosity about the world and its people. We intend to inspire pupil’s Geographical curiosity so that our pupils are actively involved in their learning. Our intention is for children to learn about their local area and compare their life in this area with that in other regions in the United Kingdom and in the rest of the world. They will learn how to draw and interpret maps and develop the skills of research, investigation, analysis and problem solving. Through their growing knowledge and understanding of human geography, children will gain an appreciation of life in other cultures. Geography teaching also motivates children to find out about the physical world and enables them to recognize the importance of sustainable development for the future of mankind.

At Halam, Geography is based on the Learning Challenge curriculum. Topics are arranged in either termly or half termly blocks. these are often linked to a high-quality text and scheme of work. Each topic starts with a question such as Why is it always cold in Winter? (Y1) or Why are most of the world’s cities located by rivers? (Y4).

Within the Early Years Foundation Stage, activities and experiences for pupils are based on the seven areas of learning and development. Provision focuses upon four specific areas: Literacy, Maths, Understanding the world, Expressive arts and design. In the Foundation Stage the pupils explore and develop an understanding of the world. Within our foundation stage the pupils learn through experiences that enable them to get to know about other people, the place where they live and about all aspects of the environment. Understanding of the world develops as children take notice of everything around them including places and all the things within them such as trees in the natural environment and roads and traffic in the built environment. Finding out about places begins initially when a child learns about their own home and the things nearby, then later as children notice things on journeys to and from home – such as the sequence of the traffic lights or names on street signs. This awareness is extended by visiting places and finding out about different elements of environments in books, on TV and through using other technology. This aspect also focuses on learning about cause and effect and is developed through having conversations with adults and other children about the things they observe.

In Key Stage One children learn about different places in the world linked to their science study of habitats and monitor seasonal changes in the own environment. They go on to investigate Halam’s geography. This is developed as they contrast Halam with a village in Kenya and a UK seaside village. They understand basic subject specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

In Key stage 2: Pupils extend their knowledge and understanding beyond the local area to include the wider area of South America. They also investigate the Nile, to link into their study of Ancient Egypt in preparation for studying rivers, which links with their work on the water cycle. The study throughout KS2 includes the location and characteristics of a range of the world’s most significant human and physical features. They develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Reactive Geography’ informs pupils of worldwide events that are being reported in the news (e.g., natural disasters) and further builds their understanding of physical geography and place knowledge through class discussions

Teaching equips pupils to ask perceptive questions, think critically and develop perspective and judgement. Geography teaching ensures that children understand places and environments around the world and can compare and contrast areas in different ways. Children develop a clear knowledge of all aspects of the Geography National Curriculum.

They gain a coherent knowledge and understanding of places in the world;

• increase their knowledge of other cultures and, in so doing, teach a respect and understanding of what it means to be a positive citizen in a multi-cultural country;

• learn graphic skills, including how to use, draw and interpret maps;

• know and understand environmental problems at a local, regional and global level;

• learn about sustainable development and an appreciation of what ‘global citizenship’ means;

• develop a variety of other skills, including those of enquiry, problem solving, computing, investigation and how to present their conclusions in the most appropriate way.

Teachers assess Geography throughout each unit of work and use assessment to inform planning