The Geography curriculum will allow our children to be better able to make sense of a complex and changing world and their place in it. The curriculum will build year on year, so that when they finish primary school, they will have a good foundational understanding of the world’s physical, human, social and environmental geography. This is evident in the year group sticky learning and the revisiting of key skills. In addition, the focus on one UK and one international unit in KS1 and KS2 will allow the children to develop a strong knowledge of the UK and British identity, but will also allow for a comprehensive study of each continent, too. Each unit will use either physical or virtual fieldwork investigations, making use of the amazing localities in the Greater Manchester area and North West of England. This fieldwork will instill the children with a respect for and awe and wonder of the natural world and help to develop an awareness of the connections between people and places. Through carefully considered environmental geography, our pupils will be able to recognise the responsibilities they have in relation to other people, the environment, and the long-term sustainability of the planet. The geography curriculum will encourage students to think critically as they investigate important issues of relevance to Manchester, the UK and the wider world and explore the various perspectives of different groups of people. Geography equips students with the knowledge and skills to interpret the world in which they live, and will develop geographical understandings that help to lead to a diverse range of career options. The primary objective of our Geography units is to create such opportunities for awe and wonder that the children will be desperate to visit the location.
Children who are identified as working below ARE may have specific needs which contribute to their difficulty in this area. Where needs are specifically related to a Special Educational Need or Disability, specific and targeted support will be outlined and reviewed through the child’s EHCP and/ or Pupil Progress Meetings; elements of which may be recommended by external agencies.
It is also important to recognise that children identified as having SEND may not always be the least able in History and could excel in the subject. Pupil’s attainment will be assessed in a subject-specific manner and based on their strengths rather than barriers.