At Marfleet we want to ensure all learners, receive the knowledge and cultural capital they need to succeed in life. It provides for our wonderful children broader development, enabling them to develop and discover their interests and talents. We want our children to leave us well rounded, respectable and ready for the world
Our curriculum is centred around our BEST principles:
Believing all children can, Engagement through excellence, Skills for life and Trailblazing thinkers
Geography at Marfleet Primary Academy
Marfleet Primary Academy uses the BEST values to bridge the gap between a pupil’s immediate environment in Hull and the wider global community. By moving from the “Local Area” in Year 1 to global “Economic Activity” in Year 6, the curriculum builds a sense of place and responsibility.
| B – Believing all children can (Inclusion) |
The curriculum is designed with a “stepped” approach to spatial scale, ensuring every child can master geographical concepts by starting with what they know.This value ensures the curriculum is accessible to every child, regardless of their starting point or educational needs.Geography at Marfleet promotes inclusion by expanding a child’s world from their immediate, known environment to a global scale.
- Local to Global Transition: The curriculum starts with “Our Local Area” in Year 1 and “One Hull of a City!” in Year 2, allowing children to use their own lived experiences as a primary resource.
- Comparative Studies: By comparing Hull to Sierra Leone (Year 2), Italy (Year 4), and Brazil (Year 5), the curriculum celebrates global diversity and helps pupils develop empathy for different cultures and ways of life.
- Accessibility of Physical Geography: Topics like “Mountains” (Year 3), “Volcanoes” (Year 4), and “Rivers” (Year 5) use highly visual and tactile concepts, making the subject engaging for learners with various needs.
- Economic Inclusion: In Year 6, studying “Economic Activity” and how goods are traded globally helps all pupils understand their role as future participants in a global society.
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| E – Engagement through excellence |
Engagement is driven by contrasting the local environment with “excellent” and diverse global locations.
- Vibrant Comparisons: Excellence is explored by comparing Yorkshire to Italy (Year 4) and Hull to Sierra Leone (Year 2).
- Captivating Topics: High-interest themes like “Mountains” (Year 3) and “Climate Zones” (Year 5/6) are used to spark curiosity and maintain high levels of engagement.
- Local Pride: The Year 2 topic “One Hull of a City!” fosters excellence by encouraging pupils to take pride in the urban geography of their own community.
- Extensive opportunities for learning outside of the classroom enable children to develop life long skills.
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| S – Skills for life |
Geography provides the practical and ethical “Skills for Life” required to navigate and protect the modern world.
- Resource Management: In Year 3, pupils learn about “Farm Food” and the distribution of natural resources, teaching them about sustainability and supply chains.
- Economic Literacy: Year 6 pupils study “Economic Activity,” trade links, and the global exchange of goods and services, which are essential skills for life in a globalised economy.
- Environmental Stewardship: By studying “Biomes” and “Climate Zones” in Years 5 and 6, pupils develop the skills to think critically about environmental change.
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| T – Trailblazing thinkers |
The curriculum challenges pupils to be “Trailblazers” by analysing complex global systems and human impacts.
- Global Analysis: Year 5 pupils must think critically to understand how “Time Zones” function across a spherical planet.
- Comparative Thinking: Trailblazing thinkers look for “similarities and differences” between their lives in the UK and people in South America or North America.
- Problem Solvers: Year 6 pupils act as trailblazers by investigating energy and food security as part of their “Economic Activity” unit.
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Geography Long Term Plan
