Our geography curriculum is designed to ignite children’s curiosity about the world around them. Alongside geographical knowledge and the teaching of core vocabulary, there is a high focus on the development of specific geographical skills through discrete geography lessons to ensure children know more and remember more.
The teaching of geography at Longparish is intended to equip children to ask questions about the wider world around them, analyse evidence and statistics, think critically, and develop informed judgements so that they know more and remember more.
Our geography curriculum covers the skills outlined in the National Curriculum. Progression is planned in knowledge, skills and vocabulary so that pupils by the end of year 6 have the cultural capital to be successful in geography in their secondary school.
Children are given a wide variety of experiences both in the classroom and out. We encourage children to understand the importance of outdoor learning in order to build a natural curiosity about the world they live in and how it works around them.
Pupils are encouraged to think like geographers and develop their skills such as map and compass reading, collecting and analysing data as evidence and communicating geographical information in a variety of ways.
During lessons children are exposed to geography specific vocabulary and taught these through the Frayer model, repetition and meaningful use. Classes have a ‘Flashback Friday’ low stakes quiz weekly to recap previous learning and vocabulary. Each unit starts with a ‘knowledge organiser’ that gives them the geographical knowledge and vocabulary to help them to succeed with their learning.
Opportunities are planned to study various countries around the world and compare them to one another to deepen children’s understanding. Knowledge organisers are available constantly so that children have access to key language and meanings, in order to help them understand and readily apply this knowledge to their written, mathematical and verbal communication skills, in a purposeful context. All new learning and skills is introduced in small steps with specific guided practice and opportunity for children to have a period of supported practice.