Intent

Becket Primary School aims to develop pupils understanding of local, national, and international Geography. They will have developed an understanding of human and physical geography of the specific areas they have studied, both locally and within the wider world. They will be given opportunities to develop an understanding of how different geographical features have come about, where possible through field work, and how it impacts the people who live there. We intend to equip pupils with the skills to apply this knowledge to other areas they travel to or investigate outside of school. 

Each year has a progression of skills in four strands: Geographical enquiry, Physical geography, Human Geography and Geographical knowledge so that as the children move through school they revisit, build upon and apply these to increasingly challenging geographical questions. By the time they leave the children will have the knowledge of a range of local and global locations with the skills to be curious geographers. 

Implementation

Geography is a foundation subject within the Historical, Geographical and Social Understanding Area of learning. We follow the 2014 National Curriculum. It is taught through topics where links are made with a range of other subjects and transferrable skills can be applied. These skills are specific to each year group and are built upon to ensure progression. Some topics begin with a Geographical Key Question which is then explored and eventually answered once further questions have been investigated. Geography is predominantly taught in the afternoon in Key Stage 2 and in Key Stage 1 can be accessed and applied through continuous provision. Within the Foundation Stage Geography is taught within the Understanding the World strand (People and Communities, The World, Technologies). Opportunities are given whereby the children are guided to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology, and the environment. 

Pupils are exposed to a range of resources to support their geographical development. These include atlases, physical and online maps, aerial photographs, and compasses. Simple field work takes place around the school and into the city centre where observations, data gathering, and presentation takes place. 

Each pupil is provided with a summative report at the end of each year. This will outline whether they are below, working towards, secure or exceeding in effort and attainment.  

Every year group takes part in annual trips that can go beyond the city boundaries to enhance pupils’ locational and place knowledge and are given the opportunity to apply the skills that they have been taught.

Impact