Introduction

  • 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.
  • Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
  • As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
  • Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Aims of the Clavering Curriculum for Geography

The Clavering Curriculum for Geography aims to ensure that all pupils: 

  • 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 gathered through experiences of fieldwork that deepen their understanding of geographical processes
    • 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.

Learning Foci for Geography 

1. To investigate places. 

2. To investigate patterns, processes and sustainability.

3. To communicate geographically.

Topics studied in each year group

Year 1:

UK knowledge: What are the geographical characteristics of the United Kingdom?

Local field study: Mapping out Clavering Primary School

Global case study: What is it like for children living in hot and cold countries?

 

Year 2:

Global knowledge: Where in the world are we?

Local field study: Mapping out the Clavering estate (including exploring environmental issues)

Global case study: How does Hartlepool compare to ‘XXX’?

 

Year 3:

Global knowledge: Where in the world are we?

‘Eco Schools’ Topic: Litter and Waste (‘Reduce, Reuse, Recycle’)

Global case study: What is it like for children living in different parts of Europe?

 

Year 4:

UK knowledge: What are the geographical characteristics of the United Kingdom?

‘Eco Schools’ Topic: Water

Global case study: What is it like for children living in different parts of North and South America?

 

Year 5:

Global knowledge: Where in the world are we?

‘Eco Schools’ Topic: Energy

Local field study: What are the human and physical features of our local area?

 

Year 6:

UK knowledge: What are the geographical characteristics of the United Kingdom? (short unit)

‘Eco Schools’ Topic: Global Citizenship: the environmental, social and economic impact of choosing Fairtrade

So, what do we know about human geography?

So, what do we know about physical geography?

Note:

1. The Year 2 topic ‘Global case study: How does Hartlepool compare to ‘XXX’?’ allows Year 2 children the opportunity to compare and contrast Hartlepool with a small area in a contrasting non-European country chosen by the Year 2 teachers.

2. The ‘Eco Schools’ topics are part of the school’s commitment to teaching our children to care about and take action for the environment – locally, nationally and internationally.