Geography Curriculum Map

At Garswood Primary, our Geography curriculum is designed to do far more than teach children how to read and label maps. Our strategic intent is to pique a child’s natural curiosity about the world, moving them from merely "seeing" to truly "looking," and from "hearing" to "understanding."

We view Geography as a vital investigative subject that provides the knowledge necessary to tie together the past, the present, and the potential future of our planet.

The Building Blocks of Learning:

How We Teach

Learning at Garswood is a carefully sequenced journey where knowledge is built year-on-year to maximize progress.

We categorise learning into two areas: Substantive Knowledge (the established facts and vocabulary of the world) and Disciplinary Concepts (the specific skills children need to "think like a geographer").

To ensure this knowledge sticks, we use two vital retrieval tools:

• The "Flashback" Method: Every unit and individual lesson begins with a Flashback session. By looking back at previous years' work, children secure old ideas in their long-term memory, providing a solid context for new learning.

• Low-Stake Quizzes: Throughout each unit, we use informal quizzes to check what has been remembered. This allows teachers to see exactly where children are succeeding and where they might need more support.

The Learning Roadmap:

From Our Doorstep to the Edge of the World

The Garswood roadmap is designed to "widen the lens" through which children view the world, moving from their own front door to the global stage.

• Early Years (Nursery & Reception): The journey begins with Exploring our surroundings. Children notice the features of our school and draw simple maps of their journeys to local landmarks like the Pumpkin Farm and the Church. They begin using positional language to navigate "story lands" and our Forest School.

• Key Stage 1 (Years 1 & 2): The curriculum widens the focus to Garswood village and nearby towns. In Year 1, children explore the cultural identity of St Helens, linking their learning to local legends like Lily Parr and Steve Prescott, and even visiting the Saints Stadium. By Year 2, the lens expands to the four countries of the UK and the seven continents. A highlight is our contrasting study of Naro Moru, Kenya, where children compare their lives in St Helens to those of children in a non-European village.

• Lower Key Stage 2 (Years 3 & 4): Learning shifts toward analyzing physical systems. Students investigate the power of rivers and mountains, and the volatile nature of volcanoes and earthquakes. We explore our regional identity through the Port of Liverpool, investigating how trade on the Mersey has changed over time, before looking further afield to the country of Italy and the historical eruption of Mt. Vesuvius.

• Upper Key Stage 2 (Years 5 & 6): In the final years, children evaluate complex global issues. In Year 5, students tackle the "So What?" of local identity by debating: "How do local people feel about St Helens being part of Merseyside rather than Lancashire?" The roadmap culminates in Year 6 with a sophisticated study of the Americas, the Amazon Rainforest, and the urgent challenges of climate change and renewable energy.

The Big Ideas:

Making Connections Across Years

To help children make sense of new information, we use "Transferable Concepts."

These are the recurring "Big Ideas" that act as hooks, allowing students to link new topics to prior learning.

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By using these concepts, we create an interconnected web of learning.

For example:

1. Human Impact: The concept of "Journeys" in Reception (a walk to the shop) evolves into "Trade Links" in Year 3 (how the Mersey connects us to Europe), maturing into "Globalisation" in Year 6.

2. Physical Systems: The study of "Rivers" in Year 3 leads to the "Water Cycle" in Year 5, which eventually becomes a high-level study of "Resource Management and Energy" in Year 6.

Beyond the Classroom:

Geography in Action

At Garswood, fieldwork and enquiry are the "So What?" of the curriculum. It is not a "day out," but a scientific opportunity for children to apply their classroom knowledge to the real world. We use specific Enquiry Questions to drive this learning, such as "How much water is in our Forest School area?" or "What is the land use around the Mersey like now?"

The Impact: The Garswood Geographer

By the time a child reaches the end of Year 6, our curriculum ensures they have achieved the following:

• Knowledge and Depth: An excellent understanding of where places are and what they are actually like.

• Analytical Skills: The ability to reach clear conclusions and develop reasoned arguments to explain contemporary issues.

• Mathematical Fluency: The ability to regularly apply maths skills to geography, such as measuring rainfall, calculating time zone differences, and mastering 6-figure grid references.

• Enquiry Mastery: Fluency in complex enquiry, using digital mapping, satellite imagery, and OS maps to record human and physical features.

• Environmental Passion: A genuine commitment to the subject and a desire to act as responsible global citizens.

By empowering our children with specialised vocabulary and the ability to collect their own data, we prepare them to express well-balanced opinions on the world’s most pressing issues. The Garswood Geography curriculum ensures our children flourish as informed, curious, and responsible members of society.