Geography
Subject Leader: Mr Clayden
Our geography curriculum intent
“Geography is a living, breathing subject, constantly adapting itself to change. It is dynamic and relevant. For me geography is a great adventure with a purpose.” ~ Michael Palin
At Porthleven, we believe that Geography helps us to explore and understand the natural and human aspects of the world. Our curriculum is designed to help children progressively build knowledge, skills, and vocabulary that are transferrable and enhance learning across all subjects and support their spiritual, moral, social, and cultural development Through careful planning and rich resources, we nurture curiosity about the world, fostering interest in diverse places, people, resources, and environments, while deepening understanding of the Earth’s physical and human processes. Our Geography provision aims to inspire a lifelong fascination with the world and its people that will stay with them long beyond their time at Porthleven.
Learning in humanities is taught discretely with geography and history alternating every half term. Where possible we have sequenced the units so that pupils learn about the geographical context for the following history topic, for example developing their understanding of ‘Extreme Weather’ before learning about ‘Shipwrecks and lighthouses’ and ‘Deserts’ before ‘Ancient Egypt’.
In addition to our geography curriculum being informed and aligned to the National Curriculum, we have also mapped out the substantive knowledge that we wish children to learn to ensure progression. This knowledge spans key geographical domains: Physical Geography, Human Geography, Place, Locational Knowledge, and Geographical Skills. The essential knowledge for each lesson is introduced to pupils as a ‘Knowledge Drop,’ with the theme: ‘many drops make a mighty ocean.’ To help children retain this knowledge, along with content from other subjects, pupils take part in daily retrieval exercises, such as low-stakes quizzes, each morning. At the start of each unit, teachers assess each child’s prior knowledge and ensure that all lessons taught are relevant and developmental. Lessons are planned to ensure all learners are supported in line with the school’s commitment to inclusion, with clear strategies for achieving greater depth and ensuring every pupil can succeed.
The Porthleven Way
We refer to the culture of the Porthleven Way by linking its affirmations and principles to the teaching and learning in geography.
Children will learn how societies act to keep safe from extreme weather events and natural disasters. How learning from mistakes can lead to deeper understanding and provide solutions to problems that challenge our communities and the wider world. We want children to feel that they belong to a world of awe and wonder, full of diversity in its physical and human geography. We want them to be responsible for their learning in geography, developing their independent use of a wide range of resources, maps, atlases, compasses, geographical reference books and how to pursue an inquiry using the internet. Children are excited when they learn in geography because the topics are stimulating and their curiosity is valued and championed. Learning is encouraged at home as well as through school with the use of our ‘topic homework choosing grid’. Our children leave this school knowing that a good geographical knowledge can lead to further opportunities across our amazing, diverse planet.
What will children experience through geography at Porthleven?
EYFS
Taking their first steps in EYFS in understanding the world, we prioritise encouraging children’s curiosity of the immediate world around them: Porthleven, it’s physical location and the importance and use assigned to places such as the harbour, places of worship, the surgery, and shops and the roles of people in the community. Having a strong foundation that as humans we assign meaning to ‘Spaces’ and consequently ‘Places’ children are provided with a solid foundation in which to develop their understanding of the higher order concepts such as ‘scale’, ‘interdependence’, ‘physical and human processes’, ‘environmental impact’, ‘cultural awareness and diversity’ and ‘sustainability’.
KS1 & 2
Our geography curriculum is enquiry-based, with each unit introduced by a key question that guides learning and serves as an assessment point to measure pupils’ progress. Each lesson begins with an enquiry question, a clearly defined ‘Knowledge Drop,’ and a learning objective. Essential prior knowledge is also revisited to support understanding.
Where relevant, teachers model the methods used by geographers, demonstrating how geographical knowledge is developed and refined. Through this disciplinary approach, pupils gain an understanding of how geographers work and think.
Lessons are designed to provide a broad range of learning contexts, enabling pupils to describe, compare, contrast, evaluate, and justify their ideas. Using Collins’ Connected Geography, teachers implement enquiry-based learning through explicit instruction, modelled examples, subject-specific vocabulary, and metacognitive strategies. Pupils also engage in both guided and independent practice to deepen their understanding.
Curriculum Impact
Our geography curriculum is carefully defined and sequenced, ensuring a precise approach to assessment. Our assessments measure the specific knowledge pupils have learned and can apply. It will identify misconceptions and expose gaps in knowledge that can be addressed by the teacher. It is everyone’s responsibility to assess how well each aspect of the curriculum has been mastered and to provides opportunities to reinforce prior learning.
Assessment for learning- (daily: in class)
- Using consistent feedback and live marking strategies- (See Marking and Feedback Policy)
- Targeted questioning
- Pupil self-assessment and peer-assessment
- Low stakes testing – ‘Rapid Recall’
Formative Assessment
- Teachers assess at the beginning of every unit in geography and history, through pupils answering an overarching question for the unit of learning.
- Knowledge, skills, and concepts of foundation subjects are assessed through the answering of Fertile questions.
- Learning in Geography is evidenced in our learning conversations (adult/child, child/child, etc).
- Learning in Geography is evidenced in targeted questioning and response.