What does Geography look like at Hilderthorpe?
At Hilderthorpe Primary School, we follow the National Curriculum for geography, using high quality teacher planning ensuring a progression of skills and knowledge. We start our journey by focusing on the local area of Bridlington, before looking at the wider world’s physical and human geography, thus allowing them to make links, and identify similarities and differences to the children’s world.
Subject Leader
The subject leader for geography is Mr Hutson.
I love geography because it's fun and I get to learn about places in the world I would like to go.
Intent Statement
We want the children to have a broad knowledge of the local area and the wider world – it provides the opportunity to understand the diversity of their world geographically. Geography at Hilderthorpe allows the children to deepen their understanding of the wider world and places that they have been unable to visit, which will encourage them to want to broaden their horizons. We live in an area which is rich for geographical learning and fieldwork skills; we can use this to empower the children, inspire in them a curiosity and fascination of their local area and beyond. Through our curriculum, we aim for our children at Hilderthorpe to be competent in skills, which link closely with other subjects.
Key Information
- We have created a bespoke curriculum for geography based on the National Curriculum.
- We aim to optimise our locality across our geography work.
- We aim to link the curriculum as much as possible to real life, so children can apply what they have learnt to the real world.
- We give children practical fieldwork skills.
Teaching for Greater Depth
Creating the opportunity for greater depth in geography involves allowing children the independence to ask and answer a good range of geographical questions. They should be able to demonstrate an awareness of a type of place based on its characteristics. Children will be able to use key language consistently and accurately within their written and verbal work. Comparisons of places and the ability to offer reason and explanation when looking at similarities and differences will also be evident. Patterns of human and physical geography will be investigated and described in detail.
As fieldwork is an important part of geography, children will be confident in leading their own fieldwork activity and will have the ability to investigate their local area as well as recording their findings in an appropriate geographical way. Children will be able to complete maps, drawings and grid references with detail for a wide amount of purposes.
Links to Real Life
Fieldwork skills and real life examples will lead to a greater understanding of both physical and human geography. Children will have the opportunity to learn about the geographical features of their local area. Fieldwork carried out in the different localities available to us, for example, the coast, may spark an interest in local businesses, conservation or coastal erosion. We want our children to show an understanding of local and global issues and how they can have an impact, creating thoughtful citizens for the future.
Variation
Provision in geography supports the general principles and procedures set out in the school’s Accessibility, SEND and Behaviour policies as well as the specific expectations laid down in the guidelines below.
For those children who are working below the expectations for their year or age group it is the responsibility of the class teacher, in liaison with the SENDCo where necessary, to select learning objectives that match the attainment of the child and adapt the provision for those children appropriately.