Learning: For a better future
" Geography is a subject that holds the key to the future"
Geography helps us to explore and understand space and place - recognising the great differences in cultures, political systems, economies, landscapes and environments across the world, and exploring the links between. them
 Intent- Why is the world is the way it is?
Pupils will begin to understand how the earth has shaped History. The reasons behind the main features of the world, the physical landscape of continents, oceans, mountains and deserts. How the terrains and activities of our planet have affected the emergence and development of our species and the history of our societies. Pupils will consider humanity's impact on the natural environment, how our population explosion means we  are consuming ever more material resources and energy sources.
The Earth has provided us with the raw materials we've extracted, refined and assembled into our tools and technologies, from the  roughly fashioned axes in the early Stone Age to today's computers and smartphones. 
Cornwall and Camborne particularly  has historically, utilised its natural resources. Since the decline of the mining industry Cornwall now utilises its stunning coastlines for tourism and invests in renewable energies  such as : solar, wind and wave power,  for a more sustainable future. 
Curriculum Design:

Our units of learning  are structured using half-termly whole school themes, with a geography or history focus. Geography units  develop the concepts of place, space and scale. Where possible they provide the geographical context for the following history topic. In history, the periods studied enable pupils to make connections in local and world history by developing the key concepts of: chronology, evidence, significance, change and interpretation.

Our Medium Term Plans (MTP) are supported by ‘small steps in progression’ documents- ensuring a progression in both concepts,content and skills.

Lesson Design

Using the the Rosenshine Principles of Instructions pupils will be encouraged to 'think like a geographer or historian'. With the support of the Geographical  and Historical Associations documents teachers plan for:  enquiry based learning using explicit instruction, modelled examples; use of metacognitive talk using subject specific vocabulary and  provide guided and independent practice opportunities.

Pupils will be challenged to consider the danger of a 'single story'  by identifying facts and opinions, identifying bias, evaluating evidence, developing empathy, challenging a charity mentality and starting with stories about us and mutual respect and values.


As the Geography curriculum is defined and sequenced with attention to the types of knowledge - our assessment design is precise. Our assessment identifies the specific knowledge students have learnt and can apply, it pinpoints misconceptions and is incremental. We identify how far each aspect of the curriculum has been mastered. The evidence of impact is subject specific and ranges from written outcomes, pupils articulation of learning, visual presentations, drama, music or dance. 

Assessment for learning- ( daily; in class)  

  •          Using consistent feedback and marking strategies- against success criteria (See Marking and Feedback Policy)
  •          Targeted questioning
  •          Pupil self-assessment and peer-assessment- against success criteria
  •          Low stakes testing – ‘Rapid Recall’

Formative Assessment

  •          Teachers assess at the beginning and end of every unit geography and history unit,  through Knowledge Harvests   and Never Heard the Word grids (NHTWG).
  •          Knowledge, skills and concepts of foundation subjects are assessed through the answering of Fertile questions.
  •          Learning in Geography is evidenced in our learning conversations (adult/child, child/child, etc).
  •          Learning in Geography is evidenced in targeted questioning and response.