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Geography Intent All Saints Church of England Primary School

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KS1 Geography learning resources for adults, children, parents and teachers.

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The primary geography curriculum aims to develop pupils' understanding of the world, including places, people, environments, and natural and human processes. It introduces children to local, national, and global geography, encouraging curiosity and a sense of place. Key areas include:

Locational knowledge: Learning the names and positions of continents, oceans, countries, and major cities.

Place knowledge: Comparing the physical and human features of different places, including the UK and other countries.

Human and physical geography: Understanding geographical features such

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Our subject leaders keep up to date on best practice and how to enhance of curriculum offer. Ofsted's summary reports provide valuable insights into current educational standards and effective teaching strategies, helping teachers stay informed and continuously improve their practice.

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Ofsted released their subject report for Geography on 19th September 2023. The report, which can be accessed here, uses the research review released in 2021 to investigate the effectiveness of geography curricula across England's schools. I would recommend reading both reports in full.

The report paints a mainly positive picture of geography, and certainly an improved picture since the previous report which was released in 2011.

For those wonderful people who would like to support my work, for the price of a coffee, you can download a PDF and editable word document of this summary, along with a visual summary, from my Gumroad site.

If not, I hope this summary is helpful (you can find the link to download the visual at the bottom of the page).

Main Findings

Recommendations

Curriculum

Pedagogy

Subject and School Systems

Other Organisations

PRIMARY

The Geography Curriculum

Scope and Ambition

Content Selection

Geographical Concepts

Sequencing

Disciplinary Knowledge

Very few schools have considered the role of disciplinary knowledge in the curriculum.

In many schools, pupils could not describe what it means to 'do geography'. They lack the knowledge of how geographical knowledge is created, revised and changed.

There is a link between the strength of considerations about disciplinary knowledge and the quality of teaching.

In the sample schools, geographical models (e.g. theories) were not used.

Some schools use an enquiry approach to structuring their curriculum. Sometimes, overarching questions are used to link together lessons. When pupils are taught the stages of geographical enquiry, this can enhance the impact of this approach.

However, it was common in the sample schools for an enquiry approach to be poorly implemented. Often, the enquiry questions appeared to be an afterthought rather than as an approach to organise and sequence content.

The Use of Fieldwork

Impact

Misconceptions

Pedagogy

Assessment and Feedback

Leadership

Professional Development

SECONDARY

The Geography Curriculum

Scope and Ambition

Content Selection

Geographical Concepts

Most concepts discussed by teachers and leaders are those from the substantive content of the NC rather than the macro concepts mentioned in the original research review: the key concepts of space, place, earth systems and environment; and the organising concepts of time, scale, diversity, interconnection and interpretation.

These geographical concepts were not featured in curriculum planning by any of the sample schools.

Ofsted emphasise that pupils do not need to necessarily know these concepts; however, they argue that the concepts are a helpful way to plan the curriculum and ensure that the study of the topic is geographical in nature.

A lack of clarity around the geographical concepts can lead to struggles with the identification of core knowledge which teachers and leaders want pupils to learn.

When topics have a clear geographical question at heart, the identification of core knowledge (both substantive and procedural) becomes easier to identify.

In some schools, a lack of understanding of these concepts can lead to a curriculum which lacks rigour - especially when 'organising questions' are added to existing topics rather than being used to determine content.

Sequencing

Disciplinary Knowledge

There is significant variation in how leaders have considered to teach disciplinary knowledge in their curriculums. The strongest practice involves pupils being taught explicitly about how geographical knowledge is created and how geographical understanding has changed over time.

Geographical models are a common way to teach disciplinary knowledge. The strongest practice involves teaching not only what these models are but any of their limitations.

Models are, however, presented uncritically.

Geographical enquiry can be an effective way of developing disciplinary knowledge; however, this is rare. It is effective when pupils are explicitly taught how geographers identify questions, collect, present and analyse data, and then reach and evaluate conclusions.

The Use of Fieldwork

Many schools explain their lack of fieldwork to due to the pandemic. It is significant that although some aspects of fieldwork could have continued despite the limitations, in many cases schools have not used opportunities to do so.

A lack of fieldwork in the curriculum has existed since before the pandemic.

There appears to be far less thinking being done about including fieldwork in the curriculum and what progression in fieldwork looks like.

It is more effective practice to include knowledge about fieldwork alongside other aspects of procedural knowledge.

Impact

Misconceptions

Pedagogy

Assessment and Feedback

Leadership

Professional Development

If you would like to support the work I do at the same time as downloading a high-quality PDF version of the visual summary, please visit my Gumroad page by clicking here. (I've included an additional PDF of the written notes and editable Microsoft Word version as a thank you for your support 🙏).

If not, click the link below.

Summary of Ofsted Geography Report

Ofsted released their subject report for Geography on 19th September 2023. The report, which can be accessed here, uses the research review released in 2021 to investigate the effectiveness of geography curricula across England's schools. I would recommend reading both reports in full.

The report paints a mainly positive picture of geography, and certainly an improved picture since the previous report which was released in 2011.

For those wonderful people who would like to support my work, for the price of a coffee, you can download a PDF and editable word document of this summary, along with a visual summary, from my Gumroad site.

If not, I hope this summary is helpful (you can find the link to download the visual at the bottom of the page).

Main Findings

Recommendations

Curriculum

Pedagogy

Subject and School Systems

Other Organisations

PRIMARY

The Geography Curriculum

Scope and Ambition

Content Selection

Geographical Concepts

Sequencing

Disciplinary Knowledge

Very few schools have considered the role of disciplinary knowledge in the curriculum.

In many schools, pupils could not describe what it means to 'do geography'. They lack the knowledge of how geographical knowledge is created, revised and changed.

There is a link between the strength of considerations about disciplinary knowledge and the quality of teaching.

In the sample schools, geographical models (e.g. theories) were not used.

Some schools use an enquiry approach to structuring their curriculum. Sometimes, overarching questions are used to link together lessons. When pupils are taught the stages of geographical enquiry, this can enhance the impact of this approach.

However, it was common in the sample schools for an enquiry approach to be poorly implemented. Often, the enquiry questions appeared to be an afterthought rather than as an approach to organise and sequence content.

The Use of Fieldwork

Impact

Misconceptions

Pedagogy

Assessment and Feedback

Leadership

Professional Development

SECONDARY

The Geography Curriculum

Scope and Ambition

Content Selection

Geographical Concepts

Most concepts discussed by teachers and leaders are those from the substantive content of the NC rather than the macro concepts mentioned in the original research review: the key concepts of space, place, earth systems and environment; and the organising concepts of time, scale, diversity, interconnection and interpretation.

These geographical concepts were not featured in curriculum planning by any of the sample schools.

Ofsted emphasise that pupils do not need to necessarily know these concepts; however, they argue that the concepts are a helpful way to plan the curriculum and ensure that the study of the topic is geographical in nature.

A lack of clarity around the geographical concepts can lead to struggles with the identification of core knowledge which teachers and leaders want pupils to learn.

When topics have a clear geographical question at heart, the identification of core knowledge (both substantive and procedural) becomes easier to identify.

In some schools, a lack of understanding of these concepts can lead to a curriculum which lacks rigour - especially when 'organising questions' are added to existing topics rather than being used to determine content.

Sequencing

Disciplinary Knowledge

There is significant variation in how leaders have considered to teach disciplinary knowledge in their curriculums. The strongest practice involves pupils being taught explicitly about how geographical knowledge is created and how geographical understanding has changed over time.

Geographical models are a common way to teach disciplinary knowledge. The strongest practice involves teaching not only what these models are but any of their limitations.

Models are, however, presented uncritically.

Geographical enquiry can be an effective way of developing disciplinary knowledge; however, this is rare. It is effective when pupils are explicitly taught how geographers identify questions, collect, present and analyse data, and then reach and evaluate conclusions.

The Use of Fieldwork

Many schools explain their lack of fieldwork to due to the pandemic. It is significant that although some aspects of fieldwork could have continued despite the limitations, in many cases schools have not used opportunities to do so.

A lack of fieldwork in the curriculum has existed since before the pandemic.

There appears to be far less thinking being done about including fieldwork in the curriculum and what progression in fieldwork looks like.

It is more effective practice to include knowledge about fieldwork alongside other aspects of procedural knowledge.

Impact

Misconceptions

Pedagogy

Assessment and Feedback

Leadership

Professional Development

If you would like to support the work I do at the same time as downloading a high-quality PDF version of the visual summary, please visit my Gumroad page by clicking here. (I've included an additional PDF of the written notes and editable Microsoft Word version as a thank you for your support 🙏).

If not, click the link below.

Summary of Ofsted Geography Report

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A Summary of Ofsted's Geography Subject Report: Getting Our Bearings

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Ofsted released their subject report for Geography on 19th September 2023. The report, which can be accessed here, uses the research review released in 2021 to investigate the effectiveness of geography curricula across England's schools. I would recommend reading both reports in full.

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KS2 Geography learning resources for adults, children, parents and teachers.

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A Minshall Story! 40 years of Marriage and Brass Banding

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A Minshall Story! 40 years of Marriage and Brass Banding

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A Minshall Story! 40 years of Marriage and Brass Banding - Lancashire Music Hub

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It’s a very special day on Saturday 25th March as Lancashire Youth Brass Band will be competing in the National Youth Brass Band Championships at Stockport Grammar School. It’s also […]

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Digimap offers free teaching resources to support your child at home, plus daily activities via its Twitter feed @Digimap4Schools

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We have curated a library of free Learning Resources to help you get the most from Digimap for Schools. If you have your own resources that you would like to contribute, please get in touch.

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We have curated a library of free Learning Resources to help you get the most from Digimap for Schools. If you have your own resources that you would like to contribute, please get in touch.

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Imagine the world as a street arranged by income, with everyone living somewhere along it—from the poorest to the richest. This well-researched and engaging website allows children to explore global inequality independently, offering a fresh and thought-provoking perspective on the world.

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Dollar Street - photos as data to kill country stereotypes

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Imagine the world as a street. Everyone lives on Dollar Street. The poorest to the left and the richest on the right. Every else live somewhere in between. Where would you live? Visit Dollar Street and see homes from hundreds of homes from all over the World.

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Mapzone offers a range of fun and interactive online activities and games that help children build their map skills and geographical knowledge.

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Variety of games, and homework help for children about mapping and geography.

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Let pupils explore famous landmarks and different terrains.

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here.

Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

Learn more about Google Earth.

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Aw snap! Google Earth isn't supported on your browser. You may need to update your browser or use a different browser. Please see our system requirements for more information. Chrome is a great choice and you can download it here. Or if you're feeling adventurous, you can try Earth anyway by choosing an option below.

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Interactive world maps with layers (population, climate, etc.).

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In this collection, you will find resources and activities specifically designed to accompany MapMaker, National Geographic's Geographic Information System (GIS) tool for the classroom. Maps are powerful devices that allow us to find our way, analyze and visualize complex datasets, solve problems, and tell stories. They also facilitate learning. The materials featured here are built on the National Geography Standards and the United Nations Sustainable Development Goals. Today's students need to understand how the world is interconnected and master the geographic competencies and knowledge necessary for sustainably enhancing economic competitiveness, preserving and improving quality of life, sustaining the environment, and ensuring national security.

Subjects

Anthropology, Biology, Earth Science, Geography, Geographic Information Systems (GIS), Human Geography, Physical Geography, Social Studies, Storytelling

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In this collection, you will find resources and activities specifically designed to accompany MapMaker, National Geographic's Geographic Information System (GIS) tool for the classroom. Maps are powerful devices that allow us to find our way, analyze and visualize complex datasets, solve problems, and tell stories. They also facilitate learning.

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Subject leaders have developed the Inclusive Practice Toolkit in collaboration with the SENDco and Curriculum lead to ensure our curriculum offer enables our children with SEND to attend, engage, attain and excel!

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Subject leaders have developed the Inclusive Practice Toolkit in collaboration with the SENDco and Curriculum lead to ensure our curriculum offer enables our children with SEND to attend, engage, attain and excel!

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See what our Geography provision looks like across school.

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What our pupils say about geography at All Saints.

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What our pupils say about geography at All Saints.