Geography at the Dragon starts in Year 4 through a creative curriculum. Children explore the varied climatic and geographical features of the continent of Africa, whilst also looking at the culture and human geography of specific countries. Our enriched curriculum also looks in detail at mapping skills. The children learn to read maps, use grid referencing and create their own maps from 3D settlements.

As our young Dragons progress through the Middle School, they go on to discover their local area, exploring the school site and learning more about the issues facing Oxford today. They move on to cover a variety of topics ranging from mountains and weather to environmental issues, such as plastic pollution and climate change, and cartography. Lessons might include debating global issues such as “factfulness”, international aid and globalisation or studying tourism in National Parks around the world.

By the Summer Term of Year 6, the Common Entrance syllabus begins and through the Upper School, the children cover topics such as population and settlement, earthquakes and volcanoes, and transport and industry in preparation for their final exams. Fieldwork, both on and off the school site, is undertaken whenever possible.

Throughout their time here, children are encouraged to develop skills for Geography and skills through Geography; learning to express themselves as geographers whilst also developing fundamental interpersonal skills, such as empathy, critical thinking and cooperation.

We are committed to improving knowledge and understanding, and developing our pupils’ thinking skills, all of which are so vital in the study of Geography. In doing this, we are able to explore values and issues, challenging stereotypes whilst encouraging the children to think for themselves. Dragons are given the freedom to develop their own informed ideas and then have the confidence and ability to defend these opinions.

As geographers at the Dragon, we are passionate about discovering how our world works and what impact humans are having on its fragile existence. Children draw on their vast wealth of personal experiences to bring more insight, interest and relevance to our studies.
Emma Dunmore, Head of Geography