Key Stage 1

Intent:

Our aim is to teach children to gain an age appropriate understanding of places, environments and cultures throughout the world. The children will develop specific geographical skills and language by asking geographical questions. This will allow them to make sense of their own local area, country and the wider world, as well as gaining an appreciation of life in other cultures through their growing knowledge and understanding of human and physical geography.

We aim to make links with other subjects to further enrich learning and develop a sense of intrigue. Our Geography curriculum aims to inspire and encourage children to think about their own place in the world and to develop a sense of responsibility towards the environment and an understanding of the impact humans have on the natural world.

Implementation:

Key Stage 2:

Intent:

We are excited to be starting our ‘Opening World’s’ curriculum journey. It will take us four year to fully roll out the programme across Key Stage 2, as we want and need to develop the children’s prior learning and vocabulary to fully benefit from the topics and lessons taught through the ‘Opening World’s’ curriculum.

https://www.youtube.com/watch?v=19dj_7q_51E

Curriculum rationale:

Why are scope, rigour, coherence and sequencing the drivers of the Opening Worlds humanities curriculum?

Each subject curriculum and its associated teaching approaches needs to secure the highest possible quality of education for pupils. Four closely related curricular attributes – scope, rigour, coherence and sequencing – are our measures of quality. These four curriculum attributes are the means and measure of strong curricula. Scope and rigour matter because any school subject must properly reflect the disciplines and practices outside of school, to which the subject refers. Coherence and sequencing ensure that the material organised so that pupils use earlier material to access to later material and so that pupils start to see how everything connects within a subject, helping them to see that subject as a connected field of distinctive enquiry.

Implementation: