At St David’s, we value the international environment that enhances our children’s British education. From discovering where our interesting location is situated, in Foundation Stage, to engaging in global, environmental examination in Year 6, we provide our children with knowledge and skills through research, physical exploration and field work study. 

Centred on overarching themes of study, relevant links are made across curriculum areas to create meaningful learning opportunities. Through real life, contextual experiences, integration with Forest School, field work on visits to local areas and the use of evolving technology, we aim to inspire our children as lifelong learners through a rich breadth of teaching approaches. 

Global challenges are explored, with children researching and presenting evaluative responses to environmental and climate issues. Through the School Senate, we provide children with opportunities to raise awareness of global challenges (such as the declining Arctic and Antarctic sea ice) empowering them to make positive contributions as citizens of the world. 

With the Cornerstones scheme of learning as the underpinning structure, our children experience a logically sequenced and coherent Geography curriculum, that links to other subjects and disciplines, provides opportunity to build on knowledge and enriches study through a range of approaches.

The design of the school's geography curriculum ensures children's knowledge is developed as they  move through school.  Units are sequenced with coherence and the two-year cycle means that new content is learnt - in each of the mixed age classes - the first time each topic is taught.  For example, children may move from studying Maps and Settlements in Year 1/2 to exploring Rivers in Year 3/4, then onto Polar Regions in Year 5/6. Such strands ensure relevant geographical skills are built upon, such as using compass directions to later field work and digital mapping.  Relevant, contextual and aspirational geographical vocabulary is shared and used by the children. This features in speaking, listening, reading and writing and is supported through the use of Knowledge Organisers for each unit of study.

A range of learning approaches are both taught and facilitated across the subject of Geography, from visual  diagrams, map creation, artistic pictures, posters of varied sizes and styles, written responses to text and the production of tables and graphs, both written and through digital forms. Teachers model expectations, provide diagrams and digital representations, share key questions and retrieval practice, using memory checks. Relevant links are made through numerous cross curricular opportunities (such as information writing on natural disasters,  science-linked study into global issues and the use of ICT to  explore food miles.)  Learning is further enriched through real-life study on field trips, parent-pupil learning partnerships in Launch and Landing Pad Open Days, whole class debates on ethical global issues, the use of Forest School to apply geographical skills and themed projects, such as the planning and creation of a school allotment.