Geography – subject information
At Thorpepark we aim to develop our children’s knowledge about the world by inspiring their curiosity and exploration through a robust Geography curriculum. We offer opportunities for children investigate their immediate environment and learning about contrasting localities.
Intent:
Our children are supported to develop their understanding of their local and wider scale surroundings, expanding their knowledge of places, people, and environments. Our youngest children in the Early Years Foundation Stage are provided with opportunities to build the foundations for geographical exploration based around their needs and interests through in the moment planning and teaching.
As our children transition through each key stage, teaching and learning opportunities are designed to build on prior knowledge, linked to develop and deepen understanding. Children begin by looking at the world around them from the school grounds to their homes. A range of localities, such as Caribbean, Australia, North and South America and Europe are used to make contrasts and links between different cultures and environments.
By the time children leave our school we aim that they will have an excellent understanding of their local and global environments and will have a vast amount of vocabulary enabling them to succeed in their future learning.
Implementation:
- Our teachers carefully plan lessons which are sequenced and naturally progress to develop depth to key geographical skills based on age group
- Opportunities for fieldwork and learning through experiential, first-hand learning
- Key facts and ‘sticky knowledge’ are taught, based on key geographical areas including human and physical geography, place and location knowledge. This allows for linked learning and a progression of knowledge
- Subject specific terminology is taught to enrich children’s vocabulary and allow for deepening and embedding knowledge.
Further information:
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
“Pupils thrive at Thorpepark Academy.”
“Leaders know the pupils, their families and the community very well.”
“Pupils are motivated to learn.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“Pupils are well prepared for secondary education.”
“Leaders prioritise pupils’ well-being.”
“Pupils understand how to keep their minds and bodies healthy.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupil ambassadors check on other pupils’ well-being.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Parents work in partnership with leaders and staff.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“There is a truly inclusive ethos.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils learn about people and places from their local area in all subjects.”
“Leaders have ensured that the teaching of reading is strong.”
“Pupils are exposed to a wide range of high-quality books.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Children in the early years get off to a good start.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Pupils love the ‘Thorpepark 50’.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils learn the importance of contributing to their community.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
