Geography

Our geography projects are well sequenced following the Cornerstones Curriculum, to provide a coherent subject scheme that develops children’s geographical knowledge, skills and subject disciplines. Children will be taught a broad and diverse understanding of the world.  

Where there are opportunities for making meaningful connections with other projects, geography projects are sequenced accordingly. For example, children revisit the geography of settlements in the history project School Days after studying types of settlements in the geography project Bright Lights, Big City. All geography projects are taught in the autumn and spring terms, with opportunities for schools to revisit less secure concepts in the summer term.  

In Amber Class, each autumn term begins with essential skills and knowledge projects (Our Wonderful World and Let’s Explore the World). Teaching these projects in Key Stage 1 enables children to be introduced to, or revisit, critical geographical concepts, aspects, skills and knowledge. These projects prepare children for the study of more thematic geography projects in the following term. Children will be introduced to the geography of urban environments and the physical and human features of the United Kingdom. In contrast, in the spring term, children carry out a detailed study of coastal geography in the project Coastline. This project introduces children to the geography of coastal environments and provides children with the opportunity for in-depth coastal fieldwork. 

In Lower Key Stage 2, children begin with essential skills and knowledge projects (One Planet, Our World in Sapphire and Interconnected World in Topaz). Teaching these projects in Sapphire and Topaz enables children to further develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term. In the spring term of Sapphire, children study the project Rocks, Relics and Rumbles, which explores physical features and geographical phenomena, including earthquakes and volcanoes. In contrast, in the spring term of Topaz, children carry out a detailed study of the physical features of mountains and rivers, which includes opportunities for in-depth fieldwork.