Be curious – children will discover the world from the classroom
Be ethical – children will consider geography from a sustainability perspective
Be aspirational – the study of local and world geography will help pupils make sense of a complex and dynamically changing world
Be creative – children can make links between themselves and the world
“inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.” (National Curriculum 2013).
At Charlbury Primary school we aim to inspire children with an interest in their surrounding and the wider world. Our curriculum is simultaneously designed to explain the creation of certain natural features, as well as to encourage children to question the purpose of manmade developments. Skills and core knowledge have been mapped out in order to ensure that the requirements of the National Curriculum have been met; this forms the basis on which deeper learning and geographical understanding can be built. Children will discover the wonderful uniqueness of different environments and geographical formations; plus, they will identify similarities between economies and societies, gaining insight into how they are connected to the world. We will enthuse children with a delight in this planet and a desire to know more: creating explorers from within our classrooms. Community is a key value celebrated at Charlbury school and it is a key feature of our geography curriculum: they are members of the school community, they belong as part of the local community and they are citizens of the world.
Our approach will allow children to learn within a supportive and collaborative ethos. This means children will be able to deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments. Students will become aware of their responsibilities to their environment, each other and the world at large – as future custodians of our planet. Our geography curriculum is logically organised and sequenced to help pupils' learning. Content is sequenced to ensure that components of knowledge lead to conceptual understanding. Children have opportunities to practice what they know so that they can deepen their understanding. Pupils will be approaching subject matter in a range of ways: meaning that they will be developing their literacy, creative, mathematical observational and reasoning skills whilst learning about geography.