At Pendle Community High School, we enable pupils to embrace and enjoy Geography, by stimulating an interest in the wonder of places and by encouraging pupils to be inquisitive and curious about the world. The Geography curriculum is designed to be thought provoking and to develop knowledge, understanding and skills about physical and human processes, landscapes, environments, and the world around us.

This Geographical knowledge, understanding and skills helps pupils to understand how the Earth’s features at different scales are shaped, interconnected and change over time Geography should help shape the future of our pupils by inspiring them to think about their own place in the world, increase their confidence to go out and discover, understand, and appreciate their local environment and ignite in them a curiosity to explore the wider world, whilst developing an appreciation of the environment and a desire to preserve and protect it. The Geography curriculum is broad and balanced with cross curricular links, sets high expectations and is designed to provide appropriate challenge to all pupils.

Geography at Pendle Community High School is based on different topics throughout the year but planned so that pupils can achieve depth and progression in their learning. Geography is sequenced to enable pupils to use and build on prior learning and knowledge, and to continually develop key skills. Existing knowledge is checked prior to the commencement of each topic ensuring that teaching is planned accordingly from the pupils’ starting points identified through the assessment system. The topics take into consideration what the pupils need to know, and which topics engage pupils’ interests. Topics are sequenced to provide maximum progression of skills and at the end of each topic, key content knowledge is reviewed and consolidated for pupils to demonstrate their understanding of the topic. Specific themed days/afternoons and Erasmus projects allow pupils to consider the world around them and explore other regions through maps, culture, music, food, and climate and become aware of cultural diversity

Independent learners are encouraged to be inquisitive, ask questions and work independently researching topics being covered. The curriculum is designed to provide challenge and all activities will be appropriately matched for individual learning, as well as encouraging problem solving, teamwork and discovery of the world around them.

Supported and experiential learners follow a thematic approach, where many areas of the curriculum are connected and integrated within a theme.  These classes work in smaller groups whose learning is met primarily through experiences and activities which are multi-sensory and stimulate learning through kinaesthetic approaches and are supported through structure and routines. This curriculum is used to enhance early learning and development in pupils across school who present with sensory issues and those who learn best via a highly experiential, multi-sensory approach.  

Geography is well resourced and specific resources are mapped to specific groups and topics to support effective teaching and learning. In lessons, we use a range of resources, including globes, atlases, models and simulations to support practical opportunities to learn and promote enquiry. The KS3 corridor has a dedicated Geography wall, displaying various amazing landscapes with simple facts which ensures the school environment further supports learners in retaining subject knowledge. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice. 

As a pupil progresses through the school, they develop an understanding and appreciation of their local area and its place within the wider geographical context. Skills and knowledge taught in Geography are transferable and support pupils to do more and engage more in other curriculum areas. Teachers have high expectations and evidence of this is demonstrated in progress data and KS4 accreditation results. Impact is also recognised in pupils’ contributions, questions and enthusiasm in lessons, participation in themed days and assemblies where pupils demonstrate what they know and remember using appropriate vocabulary. 

Pupils further develop their abilities in the 4 key components of the curriculum as well as improving writing, reading and enquiry skills.  Some pupils will become more confident in analysing their own work and expressing views and opinions of the world around them. The depth of knowledge that pupils will attain will vary but all will demonstrate progress from their individual starting points. 

Pupils will have also learnt about careers and related work opportunities that are accessible for them in the local and wider community. This is enhanced by visitors to school, educational visits and fieldwork which provide opportunities for further relevant and contextual learning.