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Subject Intent:

To increase pupils’ prospects by:

Enabling them to effectively think like a geographer and gain age appropriate knowledge, skills and understanding of Geography. To have a greater understanding of countries other than their own.
  1. Individual growth and aspiration
  • To improve the world through social and environmental action
  • To change the world through the way we manage our environments. This could be through developing a sustainable environmentally friendly life style.
  • To aspire to gain employment through positions such as: town planner, commercial/ residential surveyor, nature conservation, environmental protection agencies, 
  1. Individual cultural identity, global citizenship and equality of all
  • Exposing children to locations and cultures that are a minority in our school.
  • Knowledge of how geography of the land impacts cultures.
  • An understanding of the impacts they will have on the planet and its features.
  • To know about diverse places, people, resources and natural and human environments
  • A deepening understanding of the Earth’s key physical and human processes so they can understand how to make their future sustainable.
  1. Media skills and communication
  • Weather station, that we have, plays a part in creating a weather forecast at the end of news reports.
  • Use understanding of the geographical places studied to help them decide how to organise and present their fieldwork.
  • Using media skills to illicit change from those in a position to make change happen, e.g. governors or councillors.
  • To be able to use a variety of geographical terms within the appropriate contexts.
  1. Participatory citizenship and entrepreneurship
  • Study how human and physical features have changed over time
  • Taking part in community litter picking to enable children to feel responsible for their local area.
  • Looking at what makes an economical country and how we can create that in our local environment.
  1. Responsibility of the environment, well-being and a sustainable future
  • To develop a greater understanding of how we can promote reduce, reuse and recycle.
  • Understand how we impact the earth’s physical features and what we can do to sustain a healthy and developing world.
  • Encourage the use of sustainable living and its importance.

Subject Implementation:

Our Principles:

  1. Each study must draw upon prior learning.
  2. High volume and deliberate practice are essential for our children to remember and retrieve substantive knowledge and use their disciplinary knowledge to explain and articulate what they know.
  3. Our curriculum is built around the principles of cumulative knowledge focusing on the disciplinary enquiries, with an emphasis on how content is connected.
  4. We aim to equip the children to become ‘more expert’ with each study and grow an ever broadening and coherent mental model of the subject.

Substantive Knowledge and Disciplinary Knowledge In Geography:

Substantive knowledge is -

  1. The subject knowledge and explicit vocabulary used to learn about the content.
  2. The substantive knowledge is split into four substantive concepts.
  3. These concepts are defined at the start of every study in the Big Idea, they are:
  1. Locational Knowledge
  2. Place Knowledge
  3. Human and Physical Geography
  4. Geogrpahical Skill and fieldwork 
Geography Substantive Concepts and Disciplinary Knowledge Part 1

Disciplinary knowledge is –

  1. Is the use of knowledge and how our children become more expert as a geographer by Thinking Geographically.
  2. The disciplinary knowledge is split into five disciplinary enquiries:
  1. Place and Space
  2. Scale and Connection
  3. Physical and Human Geography
  4. Environment and Sustainability
  5. Culture and Diversity 
Geography Substantive Concepts and Disciplinary Knowledge Part 2

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