Geography

Intent:

  • to inspire pupils’ curiosity to discover more about the world and its people
  • to enable children to know about the location of the world’s continents, countries, cities, seas and oceans.
  • to develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems.
  • to help children understand how the human and physical features of a place shapes it location and can change over time.
  • to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments
  • to provide opportunities to apply their geography skills alongside other areas of the curriculum
  • In doing so, we hope children develop a greater understanding and knowledge of the world, as well as their place in it.

In doing so, we hope children develop a greater understanding and knowledge of the world, as well as their place in it.

Implementation:

In KS1, children develop knowledge about the world, the United Kingdom and their locality. They understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Where possible, units of history link with the year group’s wider topic to encourage cross-curricular links.

In KS2, units are organised into three main themes: World, British and Local. It ensures pupils make direct links between units of geography as they progress throughout the school. It encourages children to note connections, contrasts and trends over time and develop the appropriate use of geographical terms.  This is delivered through pupil research, trips and reading. Children apply this learning through posing questions, writing accurate accounts and narratives. Meaningful links with other subjects are made to strengthen connections and understanding for pupils. For example, in the Autumn term children in Year 4 learn about Ancient Egpyt in History and connect this with their work in Geography when learn about the river Nile.

Teachers plan with skills progression and knowledge in mind. All learning starts by revisiting prior knowledge to encourage children to make connections. Knowledge Mats provide children with subject-specific vocabulary and key learning. They are used for pre-teaching, to support home learning and as a part of regular review in lessons.  Knowledge Mats for each term can be found on the relevant year group learning page. Click here to see an example.

Within each unit, teacher’s planning follows a progression of skills that is set out in order to build and develop the following areas:

–      geographic and skills fieldwork

–        locational knowledge

–        human and physical

–        place knowledge

The subject leader checks medium term plans each half term to ensure there is sufficient coverage, there is clear, coherent sequencing of content and there is progression and challenge appropriate to the year group.

Geography Skills Progression

Impact:

  • Opportunities for children to explore the outdoor learning environments, both within the school grounds and local community
  • Continued training and support for teachers ensuring they are the experts in the subjects that they teach
  • There will be a clear progression of skills across Key Stage 1 and 2 that builds on prior knowledge that can be demonstrated in books
  • Our children will be confident geographers and be able to clearly discuss their learning from past and current topics, as well as explain their next steps
  • Out-of-class opportunities ensure geography is ongoing and embedded e.g. Eco Teams which provides children to take responsibility for looking after their environments