Geography
How Does Georgraphy at Pickhurst Facilitate the School’s Curriculum Intent?
Cultural Capital
Pickhurst Academy is committed to ensuring that all pupils are equipped with the knowledge and cultural capital they need to succeed in life.
Our curriculum and wider provision ensure that every pupil acquires the essential knowledge required to become an educated citizen. We introduce them to the very best that has been thought and said, and it is our mission to foster a deep appreciation of human creativity and achievement. By the end of KS2, we want all pupils to leave Pickhurst with aspirational goals for their future, free from any perceived limitations.
We have carefully identified four key domains for promoting and enhancing each child’s cultural capital, drawing on research by Bourdieu (1986). We believe that the greater a child’s cultural capital, the greater their likelihood of success and of reaching their full potential.
Intent
Rising Stars Geography offers an ambitious curriculum designed for all pupils. It is coherently planned and carefully sequenced to cumulatively develop the knowledge and skills pupils need for their future, empowering them to take their place as informed and active citizens in the 21st century. The curriculum places equal emphasis on geographical knowledge, skills and key concepts. It maintains the same high academic expectations for all pupils, who begin from a shared starting point to explore and answer the same key questions. Before implementing the Rising Stars Geography curriculum, teachers should take time to consider how its principles align with the wider school curriculum and the needs of their pupils. Adaptations and adjustments can then be made where necessary prior to teaching.
Implementation
Rising Stars Geography is designed to be delivered confidently by non-specialists, with core geographical knowledge clearly identified and explained throughout. A wide range of teaching approaches, suited to the content and intended learning outcomes, are used to engage pupils and enable them not only to acquire knowledge but also to apply it in meaningful contexts. Purposeful discussion is encouraged as a way to systematically assess understanding, address misconceptions and provide immediate feedback. Opportunities to stretch and challenge the most able pupils are incorporated where appropriate. Key ideas and concepts are revisited in later units within more demanding contexts, supported by varied assessment approaches and quizzes to strengthen retention and help pupils integrate new knowledge into their developing conceptual framework. High-quality online resources support the geography curriculum and are carefully sequenced to build pupils’ skills, knowledge and understanding for the future. Visual literacy is emphasised through the use and analysis of these materials, recognising that geography is fundamentally a visual subject.
Impact
The impact of Rising Stars Geography is evidenced through pupils’ accurate use and understanding of the identified geographical vocabulary and their ability to associate it with relevant images or features. It is evidenced by the range and outcomes of the varied activities, assessments and quizzes provided. It is also demonstrated by pupils’ ability to show progress along the ‘observe, use geographical vocabulary to describe, compare, give reasons and explain what they are learning about’ sequence, and in their acquisition, application and transfer of geographical skills. In particular, it is evidenced by pupils’ ability, willingness and confidence in addressing and discussing each unit’s key question, providing responses that reflect their level of understanding and focus on geographical vocabulary, skills and concepts.
Progression
Skills and knowledge are introduced and then revisited in different units and contexts. This enables progression to be clearly identified, planned for, developed and monitored. Skills are not taught in isolation for their own sake but within interesting and appropriate contexts. By providing a starting point that is accessible to all pupils, each child is able to make progress along their own geographical journey, with some progressing further than others. The progression sequence supports this by extending geographical knowledge, understanding and thinking.
Some pupils will be able to progress through the whole sequence at the relevant level, achieving ‘greater depth’ or ‘exceeding expectations’. Others may not progress as far and may be working towards expectations; however, their next steps are clearly identified. It is important to remember that this is not a KS1 to KS2 progression. KS1 pupils can certainly give explanations appropriate to their stage, but a KS1 explanation will differ from an Upper KS2 explanation. Much of geography is visual (e.g. features of landscapes and urban landscapes) and pictorial (such as photographs, films and maps). It is vital that pupils develop their visual literacy skills and acquire a wide range of geographical images to accompany their expanding geographical vocabulary. A single stereotypical image is not sufficient.
Subject Ambassador
As a Geography Ambassador, I am thrilled to share why I love this role and my passion for geography. Being a Geography Ambassador means I get to explore and share the wonders of our planet with my classmates. It’s incredibly rewarding to inspire others to appreciate the world around us, from the local environment to far-off continents.
One of the main reasons I enjoy being a Geography Ambassador is the opportunity to learn about different cultures, landscapes, and ecosystems. Geography helps us understand the diversity of our planet and the unique characteristics of each region. I love discovering how people live in different parts of the world, what traditions they follow, and how they adapt to their environments. This knowledge broadens my perspective and makes me more open-minded and empathetic towards others.
Another aspect I adore about geography is its connection to current events and global issues. Whether it’s climate change, deforestation, or natural disasters, geography helps us comprehend these and their impact on our lives.
Ultimately, being a Geography Ambassador allows me to combine my love for learning with my passion for the planet. I feel proud to play a role in fostering a sense of curiosity and environmental stewardship among my peers. Geography isn’t just about memorizing maps; it’s about understanding our world and finding our place within it.
Olivia Vilardell
Impact
The impact of Rising Stars Geography is evidenced through the pupils’ use and understanding of the identified geographical vocabulary and their association of it with relevant images or features. It is evidenced by the use and outcomes of the varied activities, assessments and quizzes provided. It is also demonstrated by the pupils’ ability to show progress along the ‘observe, use geographical vocabulary to describe, compare, give reasons and explain what they are learning about’ sequence, and in their acquisition, application and transferability of geographical skills. In particular, it is evidenced by the pupils’ ability, willingness and confidence in addressing and discussing each unit’s key question, giving an ability-indicative response focusing on geographical vocabulary, skills and concepts
Progression
Skills and knowledge are introduced then revisited in different units and in different contexts. This enables progression to be identified, planned for, developed and monitored. Skills are not taught in isolation for their own sake, but in interesting and appropriate contexts. By providing a starting point accessible to all pupils, they can each make their own progress along a geographical journey, some getting further than others. The progression sequence helps facilitate this as it extends geographical knowledge, understanding and thinking.
Some pupils will be able to progress through the whole sequence at the relevant level, achieving ‘greater depth’ or ‘exceeding expectations’. Although others will get less far, making a start and achieving ‘working towards’, the next step for them is identified. It’s important to remember that this is not a KS1 to KS2 progression. KS1 pupils can certainly give explanations appropriate to them, but a KS1 explanation will differ from an Upper KS2 explanation. Much of geography is visual (e.g. features of landscapes and urban-scapes) and pictorial (such as photographs, films and maps). It is vital that pupils develop their visual literacy skills and acquire a range of geographical images to accompany their expanding geographical vocabulary. One stereotypical image is insufficient.
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