At Poplars Community Primary School we intend to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives: in turn creating well-rounded, respectful and inquisitive global citizens. We aim to develop an awareness of world events and the impact that they have on our ever-changing world.
We believe that geographical knowledge helps pupils develop a greater understanding of the world and their place in it. We develop pupil’s knowledge and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Through our curriculum, our pupils will develop a sense of place where they develop the skills and courage to question perspectives with kindness, give reasoned and honest opinions, develop empathy and a sense of responsibility towards the world and its resources. Pupils are exposed to a rich curriculum where they are inspired to improve their geographical knowledge and fieldwork skills. They are taught to actively engage with the local and global community and to aspire to use their skills and knowledge to further understand their local area and the wider world around them. We want pupils to have the courage to explore and participate in fieldwork collaboratively, whilst developing an appreciation for the area they live in as well as a greater sense of curiosity and wonder about the wider world.
Underpinned in our curriculum are three core skills which encourage pupils to ‘think like a geographer’. They are the key ideas that shape the way lessons are planned and should inform class discussions; inspiring pupils to apply new geographical language and subject specific knowledge.
Connections: human and physical interactions
Interaction between and within humans and the physical environment, it is about the interdependence and linkage between people and places over time and space. This is often seen within topics such as trade, sustainability, biomes and the water cycles, usually involves asking ‘why’.
Change: change over time
This refers to change over time. This can be a change to human and physical landscapes. This is often seen within topics such as coastal erosion and urbanisation. Usually involves asking ‘how’.
Comparison: variation over space (diversity and distribution)
This focuses on distribution and how one place is similar/different to another. When thinking about diversity, we are considering variation between environments as well as within. For example, how a small area in the rainforest is similar/different to their local area, as well as understanding how landscapes within the UK vary.
Subject content and concepts
Around the world
At the farm
Where do I live?Map makers
Year 2 Mini topic (Geographical Skills)
Where does our food come from?
Earning a living
Year 4 Mini topic (Geographical Skills)
The United Kingdom
Our Local Area
Year 6 Mini topic (Geographical Skills)
In the Desert
The Grand Canyon
The four seasons
Life in the city
My world and me
Let’s go to the Arctic
Let’s go on Safari
Countries of the World
Our European Neighbours
In the Early Years Foundation Stage pupils will learn through first-hand experiences to explore, observe, problem solve, predict, think critically, make decisions and talk about the creatures, people, plants and objects in their locality and around the world. Geographical experiences build into children achieving the Early Learning Goals of ‘People, Culture and Communities’ and ‘The Natural World’.