Geography

GEOGRAPHY CURRICULUM STATEMENT 

Academic excellence and intellectual curiosity for all”

Intent

At Hackney New Primary School we recognise that strong geographical knowledge underpins our understanding of the world, its people, places, landscapes and environments. Our units of learning are sequenced to build on the children’s geographical knowledge, starting with local and personal geography in Year 1, the wider locality in Year 2, and then moving to Europe and worldwide study in Key Stage 2. Topics are deliberately chosen to reflect the diversity of our school’s communities, and to prepare our pupils to be responsible and engaged citizens of the complex world they live in.

Our curriculum has been sequenced to ensure the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for geography. We aim to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. 

Implementation

Geography is taught every other half term in blocks, and each year group covers a range of topics relating to location, place, human and physical geography. Core knowledge and skills are detailed on a progression map which teachers refer to when planning their units of work. Geographical vocabulary and knowledge are progressively built on each year. For example, year 1 pupils learn the names and locations of the continents of the world. By year 6, pupils have learnt about Europe, North and South America in more detail, contrasting and comparing localities between these continents. 

Progression of knowledge and skills has been carefully mapped and core knowledge has been identified for each unit. This is to ensure a baseline of the fundamentals upon which deeper and interlinked knowledge can be built. Teachers use a range of formative and summative assessment techniques to ensure core knowledge has been learnt and retained. 

Conducting local fieldwork is an important aspect of our curriculum. The skill of gathering and interpreting a range of sources of geographical information, including maps, diagrams and aerial photographs, are developed through trips to significant places in our local area, such as Kingsland Basin and Haggerston Station.

The National Curriculum informs our curriculum and additional resources from the Geographical Association and the Royal Geographical Society are used to supplement our planning. We ensure that pupils accessing geography at greater depth are motivated in their learning through the pedagogy of ‘low threshold, high ceiling’. All learners are supported in line with the school’s commitment to inclusion. We have high expectations for pupils’ knowledge and articulation of ideas to ensure that all pupils participate in high-quality discussions. 

Educational visits are another opportunity for the teachers to plan for additional geography learning outside the classroom. At Hackney New Primary School, our pupils have many opportunities to experience geography on educational visits. The pupils explore the local area, including orienteering and compass skills during outdoor learning sessions in local parks and woodlands. Local museums also provide an opportunity to further geography learning, as well as trips to places of worship, monuments, and landmarks.

Impact

Outcomes in Geography books evidence a broad and engaging Geography curriculum and demonstrate the children’s acquisition of identified core knowledge. Children review their learning at the end of each topic by recording their newly acquired knowledge  to a knowledge harvest. Knowledge organisers are used for short low stakes quizzes to ensure the retention of core knowledge over time. Regular monitoring ensures that outcomes meet the expected standard.