At Bowdon Church School (BCS), our geography curriculum is designed with the intent to cultivate a generation of informed, curious, and environmentally conscious citizens. We aim to provide our students with a comprehensive understanding of the world around them, promoting both local and global awareness through the following key objectives. Our vision is that children can find themselves in new and unfamiliar places but be able to make sense of it: what has shaped it, what continues to shape it, and what will shape it in the future?

1. Cultivate Curiosity and Critical Thinking:

   • Encourage students to ask 'why?' the world is as it is. They will ask questions, explore geographical phenomena, and develop critical thinking skills about their environment and the wider world.

2. Foster Local and Global Understanding:

   • Equip children with in-depth knowledge of their local community and its geographical features, while also broadening their understanding to include diverse cultures, environments, and global issues.

3. Promote Environmental Stewardship:

   • Instil a sense of responsibility and stewardship towards the environment, teaching students the importance of sustainability and their role in preserving the planet.

4. Develop Geographical Skills:

   • Provide students with essential geographical skills, including mapping, data analysis, and fieldwork, in line with the National Curriculum, enabling them to apply their knowledge practically.

5. Enhance Cultural Capital:

   • Create opportunities for students to engage with a variety of geographical themes, fostering an appreciation for diversity and cultural differences within and beyond their local context.

6. Encourage Independent Thought and Creativity:

   • Support students in developing independent thought and creativity as they question and articulate their perspectives on global matters, promoting a deeper understanding of their role in the world.

7. Progression and Mastery:

   • Ensure a clear progression of knowledge and skills from Early Years through Year 6, allowing students to build upon their prior learning and develop mastery in geographical concepts.

Through these objectives, we aspire to create a geography curriculum that not only educates but also inspires our students to engage thoughtfully with the world around them, preparing them to navigate and contribute positively to an ever-changing environment.

Our Geography curriculum is thoughtfully structured and implemented to ensure students gain a deep understanding of geographical concepts and skills through a variety of engaging activities and learning opportunities. Below outlines our approach to implementing the geography curriculum effectively:

Curriculum Structure

• Thematic Exploration: Each year group engages in a half-term of geography every term, alternating with history. This structured approach allows students to focus on geographical skills and concepts through carefully sequenced topics.

• Inquiry-Based Learning: Most of our geography topics are framed around enquiry questions which are designed to provoke curiosity and encourage investigation. For example:

  • Year 2: “Is the UK the same all over?”

  • Year 4: “Is Iceland a land of fire or ice?”

  • These questions are designed to stimulate independent thought, debate, and reflection, thus fostering a deeper engagement with the subject matter.

Cross-Curricular Links

• Interdisciplinary Connections: Geography is intentionally linked with subjects such as history, science, and writing. This approach enhances students’ understanding of geographical concepts while allowing them to apply their knowledge across different disciplines.

• Main Curricular Focus by Year Group:

  • Year 1 and Year 2: Understanding our locality and broadening to national scales.

  • Year 3: In-depth study of the UK.

  • Year 4: Exploration of Europe.

  • Upper Key Stage 2: Investigation of North and South America.

Vocabulary and Concept Development

• Repetition and Progression: Key vocabulary and core geographical concepts are revisited across year groups to ensure comprehensive coverage and knowledge retention. This repetition enables the introduction of more complex concepts as students advance through the curriculum.

• Embedded Skills Development: Geographical skills are integrated within each topic, allowing students to continuously develop their understanding and application of these skills over the years.

Resources and Tools

• Utilisation of Digital Resources: We are utilising resources, from atlas and OS maps to Digimaps, to provide subject-specific content, skills, and vocabulary essential for effective learning.

Integrated Learning

• Subject Interconnections: Geography is interconnected with various subjects taught in school. We aim to make these connections explicit. For example:

  • Linking the geography of places into historical units.

  • Utilising scientific investigation skills to plan, conduct, and evaluate research questions related to geographical topics.

Fieldwork Festival

• Practical Learning Opportunities: To enhance hands-on experiences, we will implement a Fieldwork Festival that integrates with the science curriculum. This initiative will provide students with practical learning experiences that reinforce their understanding of geographical concepts while applying scientific enquiry skills.

• Fieldwork Activities: Activities may include local area studies, environmental surveys, and data collection exercises, which will allow students to observe and analyse real-world geographical phenomena.

Assessing the impact of our geography curriculum involves gathering insights from various sources, including child voice, teacher observations, and end-point assessments. Below is an outline of our impact assessment strategies to evaluate how well children are engaging with geography, retaining content and understanding its relevance to their lives.

Pupil Feedback and Engagement

1. Speaking to Children:

   • Regular discussions with children about their geography lessons provide valuable insights into their opinions and experiences. We aim to understand whether they find the lessons enjoyable and engaging.
   • We encourage children to express their thoughts about the content, which helps us gauge their enthusiasm and engagement levels.

2. Curiosity and Questioning:

   • We observe whether children are asking questions related to the content taught and beyond. Their curiosity is an indicator of their interest in the subject and their desire to learn more about the world around them.
   • Encouraging inquiry-based learning prompts students to engage critically with the material, fostering a deeper understanding of geographical concepts.

Collaborative Insights

3. Conversations with Colleagues:

   • Regular discussions with teaching staff allow us to share observations and experiences regarding student engagement and learning outcomes in geography.
   • These conversations help identify best practices and areas for improvement in our teaching methods.

4. Looking at Books:

   • We conduct reviews of children books to evaluate the consistency and depth of content covered. This includes assessing the quality of work, evidence of skill development, and the application of geographical concepts.
   • Insight tracking tools will be used to monitor progress and areas of difficulty over time.

Performance Assessments

5. Child and Teacher Feedback:

   • Collecting feedback from both children and teachers provides a comprehensive view of the learning experience. Surveys or informal discussions can be employed to gather insights on what is working well and what may need adjustment.

6. Pre- and Post-Assessments:

   • We use varied forms of pre-assessment and post-assessment against end-points to measure knowledge retention and understanding of key geographical concepts. This will help us determine the effectiveness of our teaching and identify areas for improvement.

7. Checks on Key National Curriculum Objectives:

   • Regular checks against the National Curriculum objectives each year allow us to see if students are retaining essential knowledge and skills as they progress through the geography curriculum.

Long-Term Outcomes

8. Understanding of Place and Diversity:

   • As children develop their understanding of their place in the world and appreciate its diversity, we aim for them to take forward a sense of responsibility, respect, and stewardship.
   • Encouraging them to engage critically with global issues will help cultivate informed, environmentally conscious citizens who are aware of their impact on the world.

9. Curricular Integration:

   • By presenting geography as a discipline that interconnects with other subjects, we aim to foster a holistic view of how geography shapes our understanding of various phenomena.
   • Students will learn to recognise geographical concepts in everyday life, empowering them to explain why things are the way they are and speculate on future developments.