Our geographical adventure takes our children on an exciting journey through their local environment, around the United Kingdom and out into the wider world, igniting curiosity and encouraging travel and exploration in adulthood. We want our children to be able to consider places in the world they would like to visit and to make informed choices about their activity and the impact this has on the environment around them.
Our Geography curriculum is intended to provoke and provide answers to questions about the natural and human aspects of the world including an awareness of the relationship between humans and the environment that will remain with them for the rest of their lives. Our curriculum equips children with an understanding of diverse places, landscapes, people, resources, climates and environments in a progressive manner in which knowledge and skills are developed over time. It is our intention that our Geography curriculum will enable children to develop geographical knowledge and skills that are also transferrable to other curriculum areas.
Across the school, each year group is allocated at least two areas of Geographical study. In Key Stage 1, each geography unit is taught as a series of lessons over 6-8 weeks. In Key Stage Two, the geography unit is usually taught over a longer period, usually 10-12 weeks.
Our Geography curriculum focuses on a wide range of Geographical aspects, incorporating both physical and human geography. During a child’s time at Godinton, children will learn about their local area, their home county of Kent and also develop their geographical knowledge of the United Kingdom and the wider world. Our locational studies include but are not limited to our local area of Godinton and the town of Ashford, The City of Canterbury, Paris, The landscape of the USA, The Caribbean, The Amazon Rainforest and an African country. During our curriculum design, we placed high importance on using our local area to enable fieldwork opportunities to take place. During their Geographical adventures at Godinton, our children will visit their local area, the Town of Ashford, the City of Canterbury, a local beach and a local river to enable them to make observations and comparisons as well as developing and utilizing their skills such as map reading, taking measurements and collecting data. The children explore climates and consider the environmental impact of issues such as deforestation.
Lessons are planned carefully to ensure that children gain a good geographical knowledge of the place or geographical feature being studied. Alongside developing pupils' geographical knowledge, teachers plan lessons to develop geographical skills, building on prior learning.
As the children progress through their geographical journey, it is important that the children develop progressive geographical skills. Our key skills have been carefully selected to ensure that children at Godinton leave us with a skill base that they can continue to develop as they move on to Secondary School.
The EYFS framework is structured very differently to the National Curriculum and it is organised across seven areas of learning. Our EYFS Geography Curriculum is designed around the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters document. In EYFS, Geography falls within the Understanding of the World (People, Culture and Communities and The Natural World) area of learning.
It is our aim that when children at Godinton Primary School finish their first year at school and move into Year 1, they will be able to:
The impact of our geography curriculum design will lead to secure progress over time across Key Stages 1 and 2 which will be relative to a child’s individual starting point. Children will be expected to leave Godinton reaching at least age-related expected knowledge and geographical skills. We want to the ensure that children who are achieving well, as well as those who need additional support, are identified and additional provision and strategies are planned into lessons to support their needs.