Geography

Geography provokes and answers questions about the natural and human worlds using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding of maps and a range of investigative and problem-solving skills both inside and outside the classroom. Geography is a focus for understanding and resolving issues about the environment and sustainable development.  It can inspire pupils to think about their own place in the world, their values and their rights and responsibilities to other people and the environment.

Intent – What we want to achieve:

• To develop open minded, tolerant, respectful and aspirational world citizens who appreciate difference and value diversity.
• To develop children’s curiosity and fascination about the world and its people.
• To stimulate and develop geographical knowledge and understanding and show clear progression throughout the school.
• To develop enquiring minds and an ability to observe, question, discuss and record their findings using geographical terms.
• To understand the interdependence of people, animals and plants.
• To know about measures being taken to protect the environment both locally and globally.

Implementation – We will:

• Plan progressive lessons through a thematic based curriculum which are rooted in the National Curriculum and Early Years foundation stage curriculum and which are regularly reviewed and developed to ensure they motivate pupils; build on experience and previous study and expand a pupil’s knowledge and understanding of human and physical geography, locations, places and geographical vocabulary.
• Link learning to high quality literacy texts.
• Link learning in Geography to other areas of the curriculum to develop depth of understanding.
• Develop high quality resources that are tactile, IT based, written graphic and photographic.
• Allow children to handle sources, use maps/globes and develop research skills.
• Use fieldwork as often as possible in order that children learn in the real environment.
• Provide multisensory activities and a wide variety of learning experiences to motivate deep learning, curiosity and investigation.
• Visits and visitors are used where possible to enhance and consolidate learning.
• Provide opportunities for pupils to work independently in pairs, in small groups and as a whole class inside and outside the classroom.
• Use precise tracking and assessment to move pupils’ learning forward.
• Develop their ability to evaluate their own and their peers’ work.

Impact – The intended outcomes of the geography curriculum:

By the end of the Foundation Stage most children will be able to:

• Observe, find out about and identify features in the place they live and the natural world.
• Find out about their environment, and talk about those features they like and dislike.

By the end of KS1 most children will be able to:

• Name the 7 continents and the 5 oceans.
• Describe the main features of localities and recognise their similarities and differences.
• Be able to name the capitals and countries of the UK.
• Recognise changes in the environment of localities and how people affect that environment.
• Find out and express views about people, places and environments by asking and answering questions and by using their own observations and other geographical skills and resources.
• Use geographical language to describe places.
• Use maps and an atlas to identify UK.
• Use compass language such as North, East, South and West.

By the end of Year 6 most children will be able to:

• Confidently locate the world’s countries on paper and digital maps with a specific focus on the UK, Europe, and surrounding countries identifying their major cities, key human/physical characteristics, and local features.
• Identify the position and significance of latitude, longitude, the Equator, the Northern and Southern Hemispheres, the Tropics of Cancer and Capricorn, the Arctic and Antarctic Circles, the Prime/Greenwich Meridian, and time zones (including day and night).
• Analyse and talk about the distinct similarities and differences between regions of the UK, a region in Europe, and a region within North or South America.
• Explain the physical characteristics of different places, including the processes behind climate zones, rivers, mountains, volcanoes, earthquakes, and the water cycle.
• Describe and explain elements of human geography, including types of settlement, land use, economic activity, global trade links, and the distribution of natural resources like energy, food, minerals, and water.
• Evaluate the ways people can damage and improve the environment (such as climate change, deforestation, and conservation).
• Master the use of the 8 points of a compass, four- and six-figure grid references, symbols, and keys to navigate and interpret the wider world.
• Undertake independent geographical enquiries using fieldwork to observe, measure, record, and present the human and physical features of the local area using sketch maps, plans, graphs, and digital technologies.