At Hollickwood we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world.
Our Geography curriculum encourages children to develop a greater understanding and knowledge of the world, as well as their place in it. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills which can and are used to promote spiritual, moral, social and cultural development. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout our children’s time at Hollickwood and also towards their further education and beyond.
At Hollickwood we adhere to the National Curriculum for Geography and welcome opportunities to teach a broad and balanced programme that takes account of abilities, aptitudes and physical, emotional and intellectual development. Children develop the following Geographical skills as they progress through the school:
- Locational knowledge
- Place knowledge
- Human and physical Geography
- Geographical skills and fieldwork
Our Curriculum Intent, which takes into account the school, local, national and global needs, is embedded throughout our Geography curriculum:
Experiences and Opportunities
Through enriching learning opportunities, we aim to provide children with tangible, relevant and memorable experiences that inspires pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. It promotes 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.
All pupils will have equal access to the Geography curriculum and a high quality, coherent and progressive experience of Geography. Learning ability, physical ability, linguistic ability, gender, ethnicity and/or cultural circumstances will not impede pupils from accessing Geography lessons.
Hollickwood is committed to teaching our children to respect, accept and celebrate the diversity and difference that exists in our society. Our ethos, culture and curriculum reflects these communities and is proactive in promoting belonging and community accountability.
Our enquiry curriculum enables children to explore and develop knowledge that stimulates excitement, creativity and critical thinking about the world that will equip our children to make their own way in it. It provokes questions, challenges, encourages reflection and stimulates thinking skills. Such skills are vital in ensuring children are prepared for their future.
A language-rich curriculum is vital if we are to open doors and bridge the gaps for our children’s futures. We, therefore, place a high focus on developing the children’s vocabulary and spoken skills using explicit teaching of Geographical vocabulary.
Geographical knowledge, understanding and skills provide the framework that encourages children to deepen their understanding of the interaction between physical and human processes. The study of real people and real places ensures that children explore moral development and values as we prepare children for adult life, employment and life-long learning. It enables them to develop respect for and sensitivity to local, national and global customs, cultures and concerns, in particular the social effects of natural disasters and the global issue of climate change. Geography aids to reflect on and challenges our beliefs within the wider context of the role of humans and how ethical our actions are.
Mental Health and Well-being
At Hollickwood School, all children in all key stages will be taught Geography as an integral part of their personal, social and emotional development. Through developing a sense of place children know that they belong in the physicality around them and in the social and cultural world they share with others. Children of all ages need to develop a sense of place in order to understand their status in the world and form a sense of self-identity.