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''So many of the world's current issues – at a global scale and locally - boil down to geography, and need the geographers of the future to help us understand them.”

Michael Palin

Our school British Values Statement can be found in our Key Policies section of the website.

Through the study of geography, our pupils should be inspired to be curious and fascinated about the world and its people around them. They should be equipped 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. This geographical knowledge, understanding and skills will provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

We aim for our learners to:  

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes; 
  •  understand 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;  
  • be competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes;  
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS);  
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

  • Geography is taught using the threshold concepts, which build progressively to deepen knowledge, understanding and build schemas
  • These lessons are personalised and relevant to the needs of the learners. 
  • Teachers are able to seek advice and guidance from Year Group and Subject Leaders.
  • Geography should be taught throughout the school year, spaced with History. This is because we believe this is the best way to retrieve knowledge, space learning and support the change in the long term memory.
  • Geography should be mapped in accordance with the National Curriculum requirements, to ensure sufficient breadth of study. 

Threshold Concepts: 

Investigate Places

  • This concept involves understanding the geographical location and diversity of places and their physical and human features. 

Investigate Patterns

  • This concept involves understanding the relationships between the physical processes of places and the human processes within them.

Communicate Geographically

  • This concept involves understanding geographical representations, vocabulary and techniques.

At Bridgewater Primary School, the impact for the learners in Geography will be that pupil voice will evidence confident learners who are able to discuss what they have learnt in geography, making connections and using subject specific vocabulary. As the curriculum is spaced, ambitious and builds on the threshold concepts, the ‘big ideas’ that shape the learners’ thinking over time are embedded in the long term memory. As  each concept is taught within a breadth of different contexts,  it gains meaning and contributes to the development of schemas of knowledge. Then our children are able to think critically about the subject and recall their learning over time.

Pupil voice also demonstrates that pupils are enthusiastic, curious and fascinated about geography and understand how it helps them make sense of the world around them.  Pupils work demonstrates that geography is taught at an age appropriate standard across each year group, with opportunities planned in for pupils showing a swift understanding or working at greater depth. Work is of high quality and demonstrates pupils are acquiring knowledge, skills and vocabulary in an appropriate sequence and with an understanding of the interdisciplinary links. 

Assessment Methods to Reach Summative End-of-Year Judgement

To assess Geography, we:

Build Retrieval practice (RP) into each lesson to build links within and across the threshold concepts. 

Complete an end of unit/termly quiz: Children decide on questions for the quiz as part of home learning (RP1) these are collated by CT who delivers the quiz (RP2.)

Use displays as sources of information about progress. Label with Threshold concepts to visually show and demonstrate links.

Collect Pupil Voice (e.g., add post-its or speech bubbles.)


Equal Opportunities 

As an inclusive school, we believe that diversity needs to be embraced, celebrated and highlighted, both within the curriculum and through the culture of the school. As a result, children and stakeholders are represented fairly and accurately, with a focus on equity. Learners will have the opportunity to access a deep, enriching curriculum which supports community cohesion and enables all pupils to develop and understand themselves as interconnected, global citizens. All children, regardless of gender, culture or disability are given the opportunity to study the curriculum. We acknowledge and plan for the specific needs of all learners. 

In Geography, we believe that everyone stands to benefit from and engages in diversity of thought, ideas and ways of working. The study of geography is more than remembering places on a map, it enables learners to understand the complexities of the world through appreciating cultures, places, and people. At Bridgewater Primary School, we will endeavour to promote equality and diversity through our teaching to ensure our children acquire knowledge which bridges divides and brings people and places together.