At St Stephen's Primary school, we are committed to providing all pupils with learning opportunities in geography that engage, inspire and challenge pupils to create a genuine interest in the subject and a curiosity about the world. The teaching equips the pupils with knowledge about a range of places in the world and develops an understanding of the Earth's physical and human processes. As pupils progress , they will be able to investigate and think critically with deeper understanding of the subject. The curriculum is designed to build on geographical skills and knowledge over time and to develop the pupil's ability to apply geographical skills to enable them to confidently communicate their findings and geographical understanding to range of audiences.

Through high quality teaching.

The intent is for pupils to have

• an excellent knowledge of a range of places and how they are interdependent and interconnected.

• an extensive geographical knowledge and vocabulary.

• the ability to use geographical enquiry effectively

• the ability to reach conclusions and explain findings.

• experience fieldwork and establish excellent fieldwork skills as well a other geographical techniques.

• the ability to be able to express well balanced arguments about the local and worldwide issues.



Geography at St Stephens is taught in blocks throughout the year, so that children can achieve depth
in their learning. The key knowledge and skills of each blocked topic are identified and these are
mapped across the school, ensuring that knowledge builds progressively and that children develop
skills systematically. Existing knowledge is checked at the beginning of each topic, as part of the KWL
strategy (What I know, What I would like to Know and What I have Learned). This ensures that
teaching is informed by the children’s starting points and that it takes account of pupil voice,
incorporating children’s interests. Tasks are selected and designed to provide appropriate challenges
to all learners, in line with the school’s commitment to inclusion. At the end of each topic, key
knowledge and skills are reviewed by the children and rigorously checked by the teacher and
consolidated as necessary.

Cross curricular outcomes in geography are planned for and these are indicated on the topic
planning. The Geography provision is also well resourced and specific resources are mapped to
specific year groups and topics to support effective teaching and learning. The local area is fully
utilised to achieve the desired outcomes, with extensive opportunities for learning outside the
classroom embedded in practice

Outcomes in topic and literacy books, evidence a broad and balanced geography curriculum and
demonstrate children’s acquisition of identified key knowledge. Children review their successes in
achieving the lesson question at the end of every session and are actively encouraged to identify
their own target areas. Children also discuss what they have learned comparative to their starting
points at the end of every topic and assess it against the key learning assessment ladders. As children
progress throughout the school, they develop a deeper knowledge, understanding an appreciation
of their local area and its place within the wider geographical context. Regular school trips also
provide further relevant and contextual learning.



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