“The study of Geography is about more than just memorising places on a map. It is about understanding the complexity of our world, appreciating the diversity of cultures that exist across continents. And in the end, it’s about using all that knowledge to help bridge divided and bring people together.”
We are proud to have been awarded the national Geography Award at Silver level showing our commitment to providing high quality geography education.
The Primary Geography Quality Mark is seen as a key strategy for raising the quality of Geography in Primary schools. Over the past year, everyone at Boundary has made a contribution to achieving our first Geography Mark and we are very proud to achieve the Silver Award.
The Geographical Association states the following about schools who have been awarded the mark:
‘The teachers in these schools ensure that their planning, policies and practice maximise pupil learning and are not afraid to take risks, innovate and challenge to achieve progress in geography. Key threads through the curriculum are intercultural understanding, local fieldwork, environmental issues, critical thinking and sustainability. These are explored in a variety of places across the world from local to global. The schools use creative approaches to stimulate learning and place high value on using real-life issues to promote understanding.’
Here at Boundary our children are curious and inquisitive about their immediate and wider world and creative in the way they think. Through exciting practical lessons, an engaging and well planned progressive curriculum and fieldwork opportunities, they have good 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. Our children enjoy geography lessons and they are always keen to find out more about the world they live in.
For a detailed understanding of the Intent, Implementation and Impact of the teaching of Geography at Boundary, please click the boxes below.
- For children to be curious and inquisitive about their imitate and wider world and creative in the way they think.
- For children to have good knowledge about diverse places, people, resources and the natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
- To create a passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there.
- To facilitate the learning and understanding of an extensive base of geographical knowledge and vocabulary.
- Access to quality resources.
- Provide practical geographical learning opportunities where possible. Fieldwork, creating a river, local area walks, EYFS outdoor learning, world Balloons for example.
- To provide children with as many geographical experiences as possible as we know our children experience cultural capital. We have raised the profile of geography in school by purchasing a large world map and placing it in a key location for the children to access, use, engage with and learn from.
- Through a two-unit approach to delivering and teaching Geography, with all objectives revisited multiples times in each phase in different contexts, to help children to develop a deeper, more in depth Geographical understanding, embedding, consolidating and retaining learning over time.
- To ensure high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a termly topic, focusing on knowledge and skills stated in the National Curriculum and progression through our three key geographical areas; investigate places, investigate patterns and communicating geographically.
- The geography curriculum at Boundary is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills and taught in each Key Stage. Teachers plan lessons for their class using the National Curriculum, Chris Quigley threshold concepts, our progression of knowledge and skills document and milestones and Geography Association Super Schemes as a base for planning; enhancing pupils engagement within lessons, providing wider learning opportunities and opportunities for greater depth and deeper learning. These are adapted and tailored to suit the individual classes needs.
- The progression document ensures the curriculum is covered and the skills/knowledge taught are progressive from year group to year group.
- Fieldwork opportunities are incorporated wherever possible and Digimaps is also used within all years, building on and extending the children’s knowledge, skills and understanding.
- Key geographical words are used within all lessons, as are a range of resources to support learning.
- Geography teaching focuses on enabling children to think as geographers. A variety of teaching approaches are used based on the teacher’s judgement and these provide excellent opportunities to enhance the learning of more able pupils through the investigations, analysing sources and writing extending pieces.
- Educational visits are another opportunity for the teachers to plan for additional geography learning outside the classroom. Our children have had many opportunities to experience geography on educational visits.
- The children have explored the local area including orienteering within the school grounds, been on a local river visit, explored a local woodland area in EYFS and all children have weekly forest school lessons one half term, each year.
- Within geography, we strive to create a supportive and collaborative ethos for learning by providing investigative and inquiry based learning opportunities.
- Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding in each unit of work covered throughout the school.
- To be able to use and interpret data and graphs.
- To be able to ask geographical questions. E.g. how are things formed?
- To be able to use and understand geographical language in different contexts.
- To know and use a compass. (8 points)
- To read and create maps to locate places, landmarks and features.
- To have a secure knowledge of places around the world and the UK.
- To recognise and understand physical features of the environment, such as rivers, mountains.
- To recognise and understand human elements of Geography, such as town growth and landmarks.
Geography Curriculum At a Glance
This week our theme for online and home learning has been waterfalls. Children have been learning about how waterfalls are formed through erosion. They've learnt how rivers link to the water cycle and it's importance in the world. Year 4 children have also been trying...
This week our online Geography learning was all about maps and our local area. The children used resources such as Google Earth, photographs and a short walk around their local area to identify the Human and Physical Features. The children then used this information...
Year 4 children have been learning about physical and human features of the coast. They have compared different coastal areas around our country. The children have also been learning about coastal erosion and how it creates stacks, caves and arches.
When Year 4 returned to school they found out that their new subject was going to be called ' Oh I do like to be by the seaside'. This topic has a focus on Geography, Science and DT. The children created ocean themed water colour washes onto their paper. They created...
Year three did a wonderful job for their year group assembly. We want to make an impact to our environment and what better way than inform the parents about our ECO BRICKS! These are the way we are able to reuse the non-recycling plastics and stop them going in to the...
Year 2 were given a variety of images of landmarks around Australia. The children had to piece the jigsaws together to identify the locations and find out new facts! These included The Great Barrier Reef, Sydney Harbour Bridge, Australia Zoo and Sydney Opera House....