Geography at Walkington Primary School

At Walkington Primary School, we have designed our Geography curriculum with the intent that it will inspire our children with a curiosity, fascination and appreciation of the world around them. It will equip them with a diverse knowledge and understanding of people, places, natural, human and physical geography. The curriculum progression will expand outwards from the immediate locality to the global but with a comparison and contrast to the touchstone of the local at each step. The curriculum will engage our children and facilitate and inspire them to become enquiring, resilient, independent, challenging thinkers and active global citizens with the confidence to use, and build on, their cultural capital (the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement, The National Curriculum), learning and experiences – both inside and outside of the classroom.

At its core, we see our geography curriculum as a vehicle for helping our children understand the world around them (and beyond), and the impact they themselves can have upon that world.  It will foster a sense of curiosity and excitement about progress and possibilities, and help them appreciate and support the increasingly fragile and vital ecosystems that connect us to the rest of our natural world.  Their ability to understand the remote and abstract by carefully engaging with the practical will be of high value in many possible future career choices, and they will grow to regard scientific advancement as a most worthy and worthwhile human endeavour.

We will deliver a curriculum that aims:

  1. To stimulate curiosity about people and places, both locally and further away from home, so that the exploration of these themes and places can enhance their life chances.
  2. To build upon the pupils’ ‘personal geography’ (from their locality to the wider world and phenomena) by developing geographical skills, understanding and knowledge through studying places and themes, including fieldwork.
  3. To equip pupils with substantive knowledge about diverse societies, economies and cultures, in order for them to understand and appreciate the perspectives and world views of others.
  4. Over the program of study, pupils will gain coherent disciplinary knowledge and develop the skills required to make sense of the world in which they live and how it is constantly changing. Thus enabling pupils in later life to engage in open, appropriate and effective interactions across cultures.
  5. To develop a deepening understanding of the earth’s key physical and human processes. Once equipped with this knowledge, to – where appropriate – take direct action and make positive decisions which will be for the collective well-being and sustainable developments of others.

The school recognises that each pupil will be at a different point in terms of their learning journey by the time they transition to KS3; to fully understand and interlock these concepts requires maturity and a broad range of experiences, however we are committed to providing a learning pathway which amplifies these key messages in an age appropriate and sensitive manner.

This intention also aligns closely with our aim of promoting the “Global Competencies” outlined by the OECD.

“Exciting activities, such as visits to places of worship, generate high levels of
interest and curiosity about the themes that pupils are studying.”

Ofsted comments

“The quality of teaching at Walkington Primary is underpinned by warm and caring
relationships between staff and pupils.”

Ofsted comments

“Staff welcome the professional development they receive and say that this makes a real difference to the quality of their teaching.”

Ofsted comments

“From the moment pupils enter the school each day, they are greeted with respect and a genuine sense of care from the adults in the building.”

Ofsted comments

“Older pupils develop a good understanding of what they read. Leaders promote a love of reading and pupils say the school provides them with high-quality texts.”

Ofsted comments

“The passionate and effective leadership of senior leaders and the commitment of the staff have sustained the good quality of education at the school.”

Ofsted comments

“Parents and carers who offered their views to inspectors were overwhelmingly positive about the experiences of their children.”

Ofsted comments

“The school is a calm, orderly and purposeful place for pupils to make the most of their learning.”

Ofsted comments

“Adults give pupils
opportunities to share ideas and challenge their own thinking and this helps them to articulate their opinions with confidence.”

Ofsted comments

“Governors have a good understanding of the school’s strengths and weaknesses and
are clear about priorities and plans for improvement.”

Ofsted comments

“Pupils listen to the opinions of others and are keen to offer their views considerately and respectfully.”

Ofsted comments

“Teachers use their good subject knowledge to plan interesting tasks that engage
pupils.”

Ofsted comments

“Staff encourage pupils to be resilient and take risks. Pupils know it is all right to get things wrong and that this is part of the process of learning.”

Ofsted comments

“The school’s welcoming and caring ethos is central to its work in raising standards for
pupils.”

Ofsted comments

“In all key stages, pupils are now making good progress from their starting points in reading, writing and mathematics.”

Ofsted comments

“Teachers plan interesting activities that motivate the pupils. Staff ensure that all pupils are valued and included in learning.”

Ofsted comments

“Pupils behave well and are polite, articulate and respectful.”

Ofsted comments

“Leaders are well trained and use their knowledge of special educational needs to identify specific requirements at an early stage and provide timely support.”

Ofsted comments

“Effective safeguarding procedures are in place. All staff have a clear understanding of how to keep pupils safe.”

Ofsted comments

“The teaching of reading is good. There is a consistent approach to the teaching of
phonics.”

Ofsted comments

“Learning in early years gets off to a good start. As a result of effective teaching and provision, children progress well from their starting points.”

Ofsted comments

“In mathematics lessons, resources are used well to enable pupils to visualise abstract ideas and to get a more secure understanding of number.”

Ofsted comments

“By the end of Year 6, outcomes are high in reading and writing. In reading, they are
particularly high.”

Ofsted comments

“The school’s work to promote pupils’ personal development and welfare is outstanding.”

Ofsted comments

“Good teaching through early years and in key stage 1 ensures that the proportion of pupils passing the Year 1 phonics screening check is consistently above average.”

Ofsted comments

“Improvements in the teaching of mathematics have helped to increase pupils’ progress and improve pupils’ ability to solve mathematical
problems.”

Ofsted comments

“Governors are ambitious for the school. They challenge and support leaders effectively.”

Ofsted comments

“The broad curriculum provides a wide range of enriching experiences for pupils.”

Ofsted comments

“The profile of sport has been raised and more pupils now compete in sporting
activities.”

Ofsted comments