At Haslam Park Primary School we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at Haslam Park enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at Haslam Park and also to their further education and beyond.
Geography at Haslam Park is taught alternate to History throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each blocked topic and consideration has been given to ensure progression across topics throughout each year group across the school. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.
Outcomes are recorded in specific History and Geography books, evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge. Children review their successes in achieving the lesson objectives at the end of every session and are actively encouraged to identify their own target areas, with these being identified, shared and verified by teachers as necessary. Children also record what they have learned comparative to their starting points at the end of every topic by reviewing the Knowledge Organisers. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context.
We are using Knowledge Organisers so that pupils know at the beginning of a topic what the aims are. Please click on the year group to access the Knowledge Organisers.
This year we have developed the Geography curriculum and are now using the Geographical Association Superschemes planning, which ensures that all of the Geographical range of skills and knowledge are developed throughout all of the school key stages.
A fantastic rainforest display in Years 3 and 4.
This is some of the fantastic Geography work that Years 3 and 4 have produced on Rainforests, Water Cycles and Rivers.
Year 5 have been researching about the different types of Climate and Biomes around the World and have completed a Census of the vehicles that drive by the school.
Years 1 and 2 have been looking at food produced in other countries and the differences between Physical and Human Geography.
Geography around the school
Wigan Road, Bolton, Lancashire, BL3 5QL