At Shiphay learning Academy, we provide a geography curriculum which is designed to inspire in pupils a curiosity and fascination about the world and its people. Our geography curriculum seeks to help pupils understand the space which they inhabit as humans and the wider world around them. Teaching provides pupils with knowledge about different places,
people, resources and both natural and human environments and how these change over time. Alongside this, we want our children to have an understanding of key physical and human processes. Our children will develop progressive geographical skills not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

The curriculum is designed around these three vertical concepts:
• Space and Place
Developing an understanding of space through ideas related to location, distribution, pattern and distance. Developing a sense of place and character through ideas related to identity, home, community, landscapes and diversity, and examining a range of case studies from across the globe.
• Physical Processes
How the Earth’s natural processes shape and change the surface of the Earth. This includes both Geology & Earth Science aspects, such as the structure of the Earth and physical features we see on the land, as well as Environmental Science aspects,
such as the weather and our changing climate. Both of these are threaded through the science curriculum too.
• Human Processes
The processes and phenomena that are caused by or relate to people, including our use of Resources; the distribution and changes to Population & Communities; and the features of Economy & Development

The geography curriculum provides children with:
• a balanced view of the countries of the world, to address or even pre-empt misconceptions and negative stereotypes.
• explicit teaching of core disciplinary knowledge, and the ability to approach challenging, geographically-valid questions. Geographical enquiry skills have been sequenced across the year groups and, where appropriate, review and build on relevant knowledge that is first taught in mathematics or science, such as interpreting line graphs or setting hypotheses.
• opportunities to undertake fieldwork, outside the classroom and virtually. Fieldwork is purposeful, and either gives pupils the opportunity to explicitly practise relevant disciplinary knowledge or to reinforce substantive knowledge.