The sequence of learning has been acutely considered to ensure that prerequisite knowledge from all subject areas, where applicable (e.g. mathematics, history), is built upon.
Some units of the Geography Curriculum have been carefully positioned to ensure that essential learning is taught and can then facilitate new learning, both in Geography and other subject disciplines e.g. Teaching of European mapping prior to teaching about the Romans or World War 2. The curriculum ensures that pupils develop a sound knowledge of place, geographical processes and human and physical factors.
In year 1, pupils begin to develop a sense of place through understanding their own locality and building up to the United Kingdom as a country. Pupils learn through a journey of expanding areas of interest, starting with the school grounds and culminating in The United Kingdom, including the four countries and capitals that contribute to it. Pupils are exposed to compass points to support them in describing the location and land use of key geographical features, both human and physical. Key areas of learning will involve: our school, Weoley Castle, Birmingham and the West Midlands and the United Kingdom. Pupils create and use maps to support them in: understanding ‘where things are’, develop a ‘bird’s eye view’ and understand ‘land and sea’. Pupils conclude the year’s programme by mapping key settlements (e.g. Capital Cities) that they will be studying in later programmes of study.
In year 2, pupils build on their previously learnt knowledge to develop an understanding of place on a global scale – constantly reviewing where The United Kingdom is compared to other locations on Earth. Pupils use maps, globes and Aerial images to build an understanding of where key countries, oceans and continents are located. Pupils build up a knowledge of where our planet’s polar, temperate and tropical zones are and how these affect The United Kingdom’s climate. Pupils become familiar with the five lines of latitude that divide these zones.
