The purpose of the Futura Learning Partnership geography intent is to provide a framework for high quality geography education across phases to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. The aim is to ensure that pupils are equipped with knowledge about a diverse range of places, people, resources and natural and human environments, together with a deep understanding of the earth’s key physical and human processes. Pupils should make sense of the complex world around them, understand and be confident to investigate some of the major issues, challenges and opportunities that the world faces today. The aim is to ensure that pupils will develop greater competence in using geographical knowledge, approaches, concepts and skills in analysing and interpreting a wide range of different geographical information. In that way pupils will enrich their locational knowledge and spatial and environmental understanding as well as acquire the geographical cultural capital needed to be confident and successful global citizens.
Numeracy (number and measurement) solving numerical problems, the ways in which numerical information is gathered by counting and measuring, and how it is presented in graphs, charts and tables. There are many opportunities within geography for students to develop their numeracy skills.
For more information, please see the Futura Curriculum for Geography
Geography at Chestnut Park
We believe geography education should be fully inclusive for every child. We aim to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
Our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for geography.
Teaching will equip pupils with 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.
As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.
Geographical knowledge, understanding and skills provide the framework and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
Throughout pupil’s education there will be opportunities to develop an understanding that the physical and human dimensions of the environment are interrelated and together influence environmental change. Children will explore sustainable development and its impact on environmental interaction and climate change.
Children are given opportunities to develop their knowledge, understanding and skills as geographers through discrete and holistic study:
- Developing contextual knowledge of the location of globally significant places – both terrestrial and marine.
- Understanding the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
- Developing geographical skills: gathering data through fieldwork, interpreting sources of information, including maps, photographs and Geographical Information Systems (GIS) and communicating geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
When teaching the wider curriculum, as historians or artists, we believe that making links to geographical references will further compliment children’s understanding and skills as geographers.
Opportunities to engage with local, national and international events also serve to reinforce children’s understanding and skills as geographers, as well ignite children’s passion and interests to be geographers.