Vision
At Springfield Community Primary School, we empower our children with a positive learning attitude of “having a go” and “resilience” in mathematics. We encourage children to develop their knowledge and understanding of mathematics and aim for all pupils to enjoy and achieve in mathematics, ultimately becoming confident mathematicians.
Intent
At Springfield, the intent of our geography curriculum is to help children become confident geographers by gaining a solid understanding of key geographical concepts while ensuring that learning is enjoyable and engaging. We aim to encourage our children not only to retain facts but also to develop a genuine curiosity about different places and cultures, as well as the ways in which human activity impacts the environment. Geography is crucial because it helps children make sense of the connections between people, their communities, and their natural surroundings. We want our children to feel a sense of connection to their local community and understand how it fits into the broader context of the world. This involves teaching them essential skills such as reading and interpreting maps, analysing data, and conducting geographical investigations in a fun and accessible way.
In addition, we aim to raise awareness of important global issues that affect our planet and communities. Our curriculum encourages discussions on topics such as climate change, sustainability, and fair trade. By linking these themes to geographical knowledge, we prepare children to think critically about real-world challenges and empower them to become active and informed members of society. Our curriculum not only aligns with the National Curriculum but also ensures that we meet educational standards while keeping children engaged and adequately challenged. This structured framework enables children to build upon their knowledge progressively, developing a rich and meaningful understanding of geography that supports their academic growth and life skills.
Implementation
Geography is taught twice a week over a half term and alternates with history. In total, our children will undertake three units over the course of the year. Each unit is underpinned by substantive and disciplinary knowledge.
Substantive knowledge sets out the content that is to be learned. The national curriculum presents this through 4 interrelated forms:
- locational knowledge
- place knowledge
- human and physical processes (inc. environmental)
- geographical skills.
Disciplinary knowledge considers how geographical knowledge originates and is revised. It is through disciplinary knowledge that children learn the practices of geographers.
At the beginning of each new topic, teachers engage children by activating their prior knowledge. This involves revisiting what they have previously learned so that they can actively identify the starting point for their learning.
To support our teaching, we use Collins Connected Geography as our primary resource. This well-designed resource aligns with the National Curriculum while offering children engaging and in-depth explorations of geographical concepts and themes.
Our teaching methodology is driven by an enquiry-based approach, inspiring children to ask questions and seek answers about the world around them. Each unit centres around a pivotal enquiry question that guides the learning process, ensuring that teaching is purposeful, focused, and relevant. We provide our staff with detailed front sheets for each unit, outlining prior learning expectations, essential knowledge, and important vocabulary. This ensures that all teachers have a clear roadmap for delivering high-quality geography education, which provides students with a consistent and cohesive learning experience across the board.
Impact
To assess the impact of our geography curriculum, we employ several effective methods to measure our children’s understanding and progress. At the end of the term, children participate in an end-of-unit assessment, where they respond to the main enquiry question. This assessment provides them with the opportunity to demonstrate what they have learned and to reflect upon their achievements over the term.
In addition to summative assessments, we implement formative assessment strategies throughout the units. Teachers use skilful questioning to gauge student understanding during lessons, allowing them to identify misconceptions and adjust their teaching accordingly. These strategies promote ongoing dialogue about learning, enabling children to articulate their thought processes and refine their geographical skills comprehensively.


