Calmore Infant School Geography intent
At Calmore Infant School, our Geography curriculum promotes curiosity and fascination about the world so that as their widening perspective expands, they discover their place within it. By studying their local area, Calmore, they will gain an understanding of their community and how to look after it. As the curriculum continues, they will explore their wider world and will begin to understand about diversity of people and places. This will develop a secure geographical knowledge, as well as encourage respect and understanding of the wider community. Through first-hand observations, virtual tours and fieldwork, children are equipped with knowledge about different places, physical and human features within environments. Together or independently they are able to solve challenging problems and communicate using a broad range of geographical vocabulary and skills.
We want our children to have a strong understanding of the world around them and their place within it, so that they move throughout schooling and their futures able to apply this knowledge and skills and contribute positively to society.
Calmore Infant School Geography implementation
Our Geography Curriculum is based around the Early Years and National Curriculum which we then build upon and make reference our local area, Calmore, wherever possible. Our Geography is taught in a logical sequence which makes links and progresses on the children’s previous learning across the school. The planning focuses on the progression of four domains: Locational knowledge, Place knowledge, Human and physical geography and Geographical skills and fieldwork. Teachers make sure to refer back to previous years to make learning relevant for children. In KS1, Geography is taught explicitly twice an academic year, however reference is made to the domains throughout the year. In Early Years, the ‘Understanding our World’ strand is explored throughout the year with planning for every half term around ‘People and Communities’ and ‘The World’. Year R teachers also have an understanding of how these skills progress towards the four KS1 domains.
Our Geography curriculum is purposeful and relevant as it links to the year group’s half-termly focus, i.e. Uganda (Year 2), British Seaside (Year 1) or Moving On (Year R). Explicit Geography units will start with a ‘hook’ to inspire children and they will then have to solve the given problem using a variety of knowledge and skills, for example writing back to a pen-friend from Uganda to explain the similarities and differences between Kagando and Calmore, or helping Mrs Willes decide where to go on holiday using weather patterns and human/physical features to decide. Children rise to the challenges and are encouraged to be resourceful as they have access to a variety of tools including globes, atlases, maps, globes, maps, photographs and atlases – as well as IT resources such as Google Earth. As much as possible, children are given first-hand experiences/fieldwork to help them solve the problem. This will enable links to be developed that support the children’s own developing, local, national and global knowledge.
Where Geography lessons are not being taught explicitly, reference to previous learning is continuously mentioned, for instance locating Ohio on a globe to find Neil Armstrong’s birth place, or planning a walking route to Testwood Lakes using physical and human features on a map.
We hope that by providing a carefully designed Geography curriculum which excites and motivate our young children, they will continue to develop an interest in their world using the knowledge and skills that we have equipped them with, as a foundation.
Click on the links below to find out more about what the children learn in their geography lessons.