At Greet, we are driven by a collective mission of ensuring that children understand that there are no limits to what they can achieve. It is through this relentless ambition and high expectations that we seek to secure academic excellence for our children, to develop their social intelligence and to develop their understanding of how to live ethical lives. We do this so that our children can go on to live their best lives, with respect for and understanding of others and the world around them.
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. To truly understand the world we live in it is important that we have an understanding of the human and physical processes that are acting upon it. Pupils need to know that both environments and how humans interact have altered over time and are still changing.
Enquiry is also an essential component to the discipline of geography. Geographers should ask questions and form hypotheses to be tested. To do this geographers need to be equipped with a range of enquiry skills. The Geography curriculum is designed to offer breadth and depth in both knowledge and skills. We feel this best prepares children for their future learning.
Our geography curriculum, aligned closely to the National Curriculum provides our pupils with the opportunity to:
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
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 Greet Primary School we teach geography through our Cornerstones curriculum. The geography projects are well sequenced to provide a coherent subject scheme that develops children’s geographical knowledge, skills and subject disciplines. Geographical locations are not specified in the national curriculum, so they have been chosen to provide a broad and diverse understanding of the world.
Where there are opportunities for making meaningful connections with other projects, geography projects are sequenced accordingly. For example, children revisit the geography of settlements in the history project School Days after studying types of settlements in the geography project Bright Lights, Big City. All geography projects are taught in the autumn and spring terms, with opportunities for schools to revisit less secure concepts in the summer term
Key Stage 1
In Key Stage 1, each autumn term begins with essential skills and knowledge projects (Our Wonderful World in Year 1 and Let’s Explore the World in Year 2). Teaching these projects in Years 1 and 2 enables children to be introduced to, or revisit, critical geographical concepts, aspects, skills and knowledge. These projects prepare children for the study of more thematic geography projects in the following term.
In the spring term of Year 1, children study the project Bright Lights, Big City. This project introduces children to the geography of urban environments and the physical and human features of the United Kingdom.
In contrast, in the spring term of Year 2, children carry out a detailed study of coastal geography in the project Coastline. This project introduces children to the geography of coastal environments and provides children with the opportunity for in-depth coastal fieldwork.
Lower Key Stage 2
In Lower Key Stage 2, children begin with essential skills and knowledge projects (One Planet, Our World in Year 3 and Interconnected World in Year 4). Teaching these projects in Years 3 and 4 enables children to further develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term.
In the spring term of Year 3, children study the project Rocks, Relics and Rumbles, which explores physical features and geographical phenomena, including earthquakes and volcanoes.
In contrast, in the spring term of Year 4, children carry out a detailed study of the physical features of mountains and rivers, which includes opportunities for in-depth fieldwork.
Upper Key Stage 2
In Upper Key Stage 2, children again begin with essential skills and knowledge projects (Investigating Our World in Year 5 and Our Changing World in Year 6). Teaching these projects in Years 5 and 6 enables children to develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term.
In the spring term of Year 5, children study the seasonal project Sow, Grow and Farm, which explores farming, agriculture and rural land use.
In the spring term of Year 6, children study the polar regions in the project Frozen Kingdoms. The project includes an in-depth analysis of the characteristics of these regions, including environmental issues.
Throughout the geography scheme, there is complete coverage of all national curriculum programmes of study.
Percy Road, Sparkhill, Birmingham,
West Midlands, B11 3ND
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