- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
At Russell, we are geographers! We want our children to love geography. We want them to have no limits to what their ambitions are and grow up wanting to be cartographers, town planners, conservationists or weather forecasters.
The geography curriculum has been carefully planned and sequenced through the use of our milestone documents so that our children develop their geographical capital year on year. We want our children to remember their geography lessons in our school, to cherish these memories and embrace the geographic opportunities they are presented with!
Throughout their time at Russell, pupils are able to build on and deepen prior learning year by year. For example in year 1 children learn to observe and record daily and seasonal weather patterns in their immediate environment and then go on to use this knowledge and vocabulary in year 2 to make comparisons between the UK and Australia. By the time children are in Year 4 they are able to observe, measure and record tangible data with increased accuracy using a range of equipment. This information is then inputted into software which children can eventually use to help predict weather! Geography is really brought to life when the children are able to become meteorologists and present the weather forecast for their own school!
The geography curriculum promotes curiosity and a love and thirst for learning. It is ambitious and empowers our children to become independent and resilient – like all curriculum areas. Careful consideration is made to develop children’s cultural capital each year, such as when children explore the favela communities of Brazil in year 3. Opportunities are provided to discuss the divide between housing for the wealthy and less fortunate which is explored in more detail through artwork.
We want to equip our children with not only the minimum statutory requirements of the geography National Curriculum but to prepare them for the opportunities, responsibilities and experiences of later life. For example, children in year 4 are able to gain real life experience collecting live data of the pollution in their local area. They were able to immediately see the impact our human actions have on the environment we live in. They were fascinated to discover high levels of pollution in the air that they breathe and noticed how this impacted the colour of the buildings nearby and the condition of the plants. This was a great practical way for children to reflect on their actions in terms of the way they travel to school and how to help protect our town for their own future.