At St Willibrord’s, Geography helps pupils understand the world around them and their place within it. Through the study of people, places, environments and processes, pupils develop knowledge of both the local area and the wider world.

Our Geography curriculum is based principally on Kapow Primary and is organised so that pupils build progressively secure knowledge of locations, places, physical and human geography, geographical skills and fieldwork.

Our Geography curriculum

Geography is organised around four important areas:

• Locational knowledge – knowing where places are and developing an increasingly secure mental map of the world.
• Place knowledge – understanding what places are like and how they compare with one another.
• Human and physical geography – learning about important geographical processes, features and environments.
• Geographical skills and fieldwork – using maps, globes, atlases, data, photographs and fieldwork to investigate geographical questions.

These areas are revisited throughout the school so that pupils can build on prior learning and apply their knowledge with increasing independence.

Progression through the school

In Year 1, pupils begin by exploring their immediate surroundings through What’s it like here? They develop their understanding of the UK through What is the weather like in the UK? and compare places through What is it like to live in Shanghai?

In Year 2, pupils compare contrasting environments through Would you prefer to live in a hot or cold place?, explore significant natural features through Why is our world wonderful?, and develop their understanding of coastal environments through What is it like to live by the coast?

In Year 3, pupils investigate physical geography through Why do people live near volcanoes?, study a contrasting environment through Who lives in Antarctica?, and develop their understanding of settlements through Are all settlements the same?

In Year 4, pupils explore tropical environments through Why are rainforests important to us?, investigate food and trade through Where does our food come from?, and develop their understanding of rivers through What are rivers and how are they used?

In Year 5, pupils investigate contrasting environments through Would you like to live in the desert?, develop their understanding of oceans through Why do oceans matter?, and study mountain environments through What is life like in the Alps?

In Year 6, pupils investigate changing populations through Why does population change?, explore energy and sustainability through Where does our energy come from?, and bring together their geographical knowledge and skills through Can I carry out an independent fieldwork enquiry?

Geographical knowledge

Across the school, pupils develop their knowledge of:

• the United Kingdom and its geographical features;
• countries, continents and oceans;
• significant places and environments around the world;
• climate and weather;
• rivers, mountains, volcanoes and other physical features;
• settlements and population;
• food, trade, resources and energy;
• the ways in which people and environments influence one another.

Pupils are encouraged to make connections between different places and topics so that their geographical knowledge becomes increasingly coherent.

Geographical skills and fieldwork

Fieldwork and geographical enquiry are important parts of the curriculum.

As pupils progress through the school, they develop increasing confidence in:

• using maps, atlases and globes;
• using compass directions and locational language;
• interpreting aerial photographs and other geographical sources;
• collecting and recording information;
• presenting and analysing geographical data;
• asking geographical questions;
• observing and investigating features of the local environment;
• drawing conclusions from evidence.

Older pupils increasingly use these skills independently to investigate geographical questions and communicate their findings.

Vocabulary and geographical thinking

Pupils are taught the geographical vocabulary they need to describe places, features and processes accurately.

As they progress through the school, they are increasingly expected to explain relationships between people, places and environments, identify patterns and changes, and use evidence to support their geographical thinking.

Inclusion

Our Geography curriculum is ambitious for all pupils. Teachers adapt resources, teaching approaches and support where necessary so that pupils can access geographical knowledge, vocabulary, maps, data and fieldwork experiences.

Adaptations are made while maintaining the important geographical knowledge and skills pupils are expected to develop.

Our curriculum plans

Further information about the Geography units taught in each year group can be found within our Curriculum by Year Group plans.

If you would like further information about our Geography curriculum, please contact the school.