GEOGRAPHY

The 2014 National Curriculum for Geography aims to ensure that all children:

develop contextual knowledge of the location of globally significant places

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 geographical skills

INTENT

We intend for our children to develop a curiosity and fascination about their world, which enables them to engage with and understand environmental and geographical factors that affect the world. Through the development of knowledge around sources, Geographical skills and their own questioning of human impact on the environment, children will become competent individuals with versatile Geographical skills and knowledge.

IMPLEMENTATION

Children explore Geography through a wide range of topics and hands-on opportunities.  This exploration is implemented with a range of sources, media, visits, workshops, local fieldwork and virtual experiences that enhance the development of knowledge and skills.  Our curriculum is planned as such that it provides our children with regular opportunities to revise and revisit their Geographical learning. Children begin their journey by having an understanding of the fundamentals and developing Geographical knowledge further which is then built on and developed throughout their time in school. They present their knowledge in a variety of ways, and through a variety of other curriculum areas, both teacher and child-led.

IMPACT

Children of MBHT leave school as geographically competent individuals with a knowledge and curiosity of the world that equips them with relevant life skills. Children are respectful of current, diverse and cultural places, people and environments in our world. This is then a platform for children to explore their future with a well-informed knowledgeable understanding of the Earth.

Careers in Geography: 

Careers in Geography continue to grow and many resources that we use to help in work will be developing geographical skills. Our pupils will enter employment that is dominated by geographical change and exploration of the world.

The teaching and learning of Geography supports careers, such as:

• Transportation manager
• Journalist
• Environmental lawyer
• Landscape architect 
• Weather forecaster
• Catastrophe modeller or emergency planner
• Teacher  

Geographers/Explores: 

• Christopher Columbus 
• Dr. Arrianna Marie Planey
• Charles Darwin
• Doreen Massey 

SMSC

Spiritual development

Through teaching geography, we can also develop children’s spiritual development. Essentially, Geography is about studying people; where they live and our relationship with the environment. This involves providing children with the opportunities to reflect on their own values and beliefs and those of others. Children may explore what it would be like to live in a squatter settlement, or as a victim of an earthquake or other natural disaster, to living on tropical islands. Children have the opportunity to explore their own feelings about the people, culture, place and environments that they are learning about.

Moral development

Most geographical issues provide opportunities for distinguishing a moral dimension; for example, should deforestation be allowed in a rainforest? Should open cast mining be allowed in an area of outstanding natural beauty? Such issues are explored through fun decision-making activities, where children understand the views held by society, and by various groups within society, and will develop their own attitudes and values in relation to these.

Social development

Fieldwork and classroom opportunities that the geography curriculum provides, enhances social development as pupils develop a greater degree of self-discipline and rely on collaborative skills to ensure the learning is successful.

Geography also teaches an understanding of citizenship, where debates and discussions teach pupils about the planning process in a town or city; they learn about national and international trade links how this has an impact on people and places; and understand of the concept of sustainable development.

Cultural development

An essential component of Geography is place knowledge. By understanding the features and characteristics their local area, children understand why it is like that, and can contrast where they live with more distant localities, in this country and abroad. This understanding ensures children are aware of the cultural traditions associated with the place they are studying, as well as our own multicultural society.

British Values

Democracy

Within our KS1 our geography units encourage pupils to think about their place in the world, how they can become the best possible citizens of tomorrow and create change for the better. Our KS2 geography units have a focus on how pupils can be active citizens and implement current and future change. Physical geography encourages children to think what impact their actions on the environment and human geography promote moral discussions about economy, poverty and human impact on the world Pupils look at different perspectives and respect the views of others. They think about local, national and global issues.

Rules of Law

Our pupils think about moral law and the consequences of their actions on future generations. We discuss why rules and laws are put into place and what impact they may have. KS1 areas of discussion may include: - Where does our food come from? (Laws to protect animals, trade, standards), How does the weather affect our lives? (Present and future laws to prevent climate change) KS2 areas of discussion may include: - Megacities (crime) - Sustainability, How is climate change effecting the world? (Present and future laws to prevent climate change) - Beyond the magic kingdom, Jungles and deserts, what is it like to live in a national park? (Laws to protect the environment and animals).

Individual Liberty

Pupils think about how their actions can impact their own community. Moving beyond the classroom, several of our geography units require pupils to think about how they can live responsibly. Through debate and discussion pupils learn how to voice their opinion in a safe and supportive environment and how we as Geographers can help save the planet.

Mutual Respect for and tolerance of those with different faiths and beliefs

Pupils compare similarities and differences between their lives and those of others around the world. We aim to disband stereotypes and foster a common respect for different countries and cultures by learning about them. Pupils are able to use different sources and can reflect upon why accounts may differ (eye-witness, newspaper reports etc) and are able to see the value in each account and are encouraged to explore the views of opposing sides Pupils are encouraged to explore the different views through narrative, debate and discussion. They begin to think about why people make life choices (where to live, how to support themselves). The feel empathy for others.

Protected Characteristics of Learning 

The Equality Act became law in 2010. It covers everyone in Britain and protects people from discrimination, harassment and victimisation. Everyone in Britain is protected. This is because the Equality Act protects people against discrimination because of the protected characteristics that we all have.

Within Geography all children will be able to access the learning and trips no matter age, race, religion or disability. They will have respect for their own and other cultures as we study different places and cultures across the world. 

Useful links and wider Geography.

https://www.bbc.co.uk/teach/class-clips-video/geography-ks1-ks2-your-world/z67bmfr 

https://www.natgeokids.com/uk/

Local places to visit

• Cromford Mill 
• Chatsworth House
• Matlock Bath
• Devonshire Cavern