At Fernhurst, our geography curriculum is built around our local area and we study this in contrast and comparison with other parts of the world.  

Our pupils will form a geography schema* by using concepts as the basis for schema. We call these threshold concepts; these are the big ideas which form the basis for the subject schema. We will continually revisit these concepts throughout the entire curriculum, in every year group, in every geography topic. In geography the threshold concepts are:

• Investigate places

This concept involves understanding the geographical location of places and their physical and human features. We utilise the local area of The South Downs and compare this with other National Parks.  We study the coastline, the rainforest and cities and we consider the impact that society has had on places that we study. 

• Investigate patterns

This concept involves understanding the relationships between the physical features of places and the human activity within them, and the appreciation of how the world’s natural resources are used and transported.  Consideration of land-use over time and the impact that society has on our world are key aspects to this concept. 

• Communicate geographically

This concept involves understanding geographical representations, vocabulary and techniques.  

*Schema – A subject schema is a way of organising knowledge in a meaningful way; it is an appreciation of how facts are connected and they ways in which they are connected. A schema is distinct from information, which is just isolated facts that have no organisational basis or links.  

We strengthen the schema with knowledge. The knowledge comes from our topics. Within each topic are knowledge categories, the facets of each threshold concept that helps to strengthen the schema. We further deep connections through tasks. This is what is developed through our planning.