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Geography

Intent

The aim of our geography curriculum is that by the end of their time at Sayes Court all children can:

· talk about the geological features of their local area

· read and draw maps

· compare their local area to other areas in the UK

· compare their country to European and non-European countries

· compare different regions, continents and climate zones

· locate the UK on a map and describe its location in relation to the rest of the world

· describe several natural processes and geological features

· research information using globes, maps, aerial photographs, virtual mapping tools and websites

· use geographical vocabulary in their writing and class discussions

· read geography non-fiction texts for pleasure and to research information

· care for their local environment

· understand the causes and impacts of climate change

· identify solutions for a sustainable future

Our geography curriculum is in line in with our school values and learning habits as well as being rich in opportunities to examine issues of equality, diversity and inclusion.

Implementation

To implement our geography curriculum all Key Stage 1 and Key Stage 2 teachers:

· plan lessons that are engaging, up-to-date and peak the pupils’ interest

· timetable in a weekly one-hour geography lesson

· cover three different topics a year that build on the pupils’ previous learning

· discuss and display the key vocabulary for each lesson

· integrate high-quality, non-fiction texts into lessons

· scaffold peer-to-peer discussion through intelligent questioning

· plan trips that broaden pupils’ understanding of the world

· lead fieldwork that incorporates accurate recording of data and develops  observational skills

· demonstrate how to research using a variety of resources including using ICT

· develop their own subject knowledge by reading around each topic

· use formative assessments of pupils’ understanding and knowledge to provide regular feedback

· create displays and resources that support children in their independent work

· provide ‘Knowledge Organisers’ to be kept in pupils’ geography books that collate the key skills, vocabulary and knowledge for each topic

· take part in one geography workshop each year with their class

· display non-fiction texts in the classroom relating to the current topic to be read independently by pupils during Reading for Pleasure time

· use summary lessons to allow pupils to reflect on the key knowledge and skills of each topic

In Nursery and Reception, teachers:

· provide ongoing and engaging provision with links to geography

· ensure pupils can access a wide range of natural materials

· support pupils to observe natural processes such as the weather and the changing seasons

· instill in pupils a sense of respect and reverence for their environment

· discuss and display basic geographical terms describing the school and the local area

· use play to develop pupils positional and locational language and understanding

· familiarise pupils with maps and the key features of their school and local area

· model the language needed for pupils to describe the similarities and differences between their local area and other places or countries

· incorporate the use of technology when observing the natural world, through the use of photographs and virtual mapping tools

Scheme and resources used to support Geography:

· Plan Bee

· ICT suite

· School Grounds

· Local Area

· Trips and workshops

To find out more about the scheme, click on the link below: PlanBee: The Hive of Primary Resources and Lesson Plans

Impact

The impact of our geography curriculum is that our pupils:

· find wonder in the complex and diverse nature of the world

· make good progress in geography in line with the National Curriculum

· have a responsible attitude towards caring for their environment

· can navigate the world around them with confidence

· have a lasting understanding of how the world works that supports their learning in KS3 and beyond

· can use a wide range of geographical vocabulary

· apply their geography skills across the curriculum

· enjoy reading non-fiction books relating to geography

· know which career paths are underpinned by geographical skills and knowledge

SMSC in geography:

Geography is key to developing SMSC and for many children their world view is shaped by the experiences they have and their understanding of how the world works. At Sayes Court we aim to give children an accurate and wide-reaching view of the world which permits them to be caring and well-rounded citizens.

Progression of Skills and Knowledge

 

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

Locational Knowledge 

  • Develop knowledge of the human and physical geography of a small area of the United Kingdom. 

 

  • Name and locate the world’s seven continents and five oceans 

 

  • Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas 

 

  • Name and locate the world’s seven continents and five oceans 

 

 

 

  • Name and locate counties and cities of the UK, geographical regions and their identifying human, physical characteristics and key topographical features (includes mountains, hills, coasts and river) and land use patterns and understand how some of the aspects changed over time 

  • Identify the position and significance of latitude, longitude, equator, northern hemisphere, southern hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic Circle the Prime/Greenwich Meridian and time zones (including day and night)  

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia), concentrating on their environmental regions, key physical and human characteristics, countries and major cities. 

  • Locate the world’s countries, using maps to focus on North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities. 

Place Knowledge 

  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non-European country 

  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non-European country 

  • Understand geographical similarities and differences through studying the human and physical geography of a region of the UK, a region in a European country and of a region within North or South America 

  • Understand geographical similarities and differences through studying the human and physical geography of a region of the UK, a region in a European country and of a region within North or South America 

  • Understand geographical similarities and differences through studying the human and physical geography of a region of the UK, a region in a European country and of a region within North or South America 

  • Understand geographical similarities and differences through studying the human and physical geography of a region of the UK, a region in a European country and of a region within North or South America 

Human and Physical Geography 

  • Identify the location of hot and cold areas of the world. 

Describe and understand key aspects of:  

  • seasons 

  • continents and oceans 

Describe and understand key aspects of:  

  • weather 

  • coasts 

Describe and understand key aspects of:  

  • volcanoes and earthquakes  

  • the water cycle and rivers 

Describe and understand key aspects of:  

  • mountains 

  • Human geography including types of settlement and land use, economic activity including trade links and the distribution of natural resources including energy, food, minerals and water 

Describe and understand key aspects of:  

  • rainforests 

  • economic activity including trade links and the distribution of natural resources including energy, food, minerals and water 

 

Geographical Skill and Fieldwork 

  • Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment 

  • Use simple compass directions (North, South, East and West) and locational and directional language for example, near and far, left and right to describe the location of features and routes on a map 

  • Use simple compass directions (North, South, East and West) and locational and directional language for example, near and far, left and right to describe the location of features and routes on a map 

  • Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key 

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 

  • Use the eight points of a compass, four and six figure grid references, symbols and key (including the use of ordinance survey maps) to build their knowledge of the UK and the wider world 

  • Use field work to observe, measure, record and present the human and physical features in local area using a range of methods including sketch maps, plans and graphs and digital technologies (Google Maps) 

 

  • Use the eight points of a compass, four and six figure grid references, symbols and key (including the use of ordinance survey maps) to build their knowledge of the UK and the wider world 

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 

 

Geography Topics by Year Group

Year group 

Nursery 

Reception  

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

Autumn 1 

 

 

 

 

 

 

 

 

Autumn 2 

The World Around Us 

Value - Mutual Respect 

Learning Habit - Responsibility 

EDI - Equality 

The World Around Us 

Value - Mutual Respect 

Learning Habit - Responsibility 

EDI - Equality 

Where do I live? 

Value – Tolerance 

Learning Habit - Responsibility 

EDI - Inclusion 

At the Farm 

Value – Individual Liberty 

Learning Habit - Teamwork 

EDI - Diversity 

Countries of the World 

Value – Democracy 

Learning Habit - Reflection 

EDI - Diversity 

Our European Neighbours 

Value – Individual Liberty 

Learning Habit - Teamwork 

EDI - Diversity 

The United Kingdom 

Value – Democracy 

Learning Habit - Reflection 

EDI - Diversity 

 

People and Planet  

Value – Mutual Respect 

Learning Habit - Reflection 

EDI - Equality 

Spring 1 

 

 

 

 

 

 

 

 

Spring 2 

Around the World 

Value – Tolerance 

Learning Habit - Reflection 

EDI - Diversity 

Around the World: Peru 

Value – Tolerance 

Learning Habit - Reflection 

EDI - Diversity 

Around the World 

Value – Tolerance 

Learning Habit - Reflection 

EDI - Diversity 

Let’s go on Safari 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI - Inclusion 

Where does our food come from? 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI - Diversity 

Village Settlers 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI - Diversity 

Investigating Rivers 

Value – Mutual Respect 

Learning Habit - Teamwork 

EDI - Diversity 

Our Local Area 

Value – Democracy 

Learning Habit - Responsibility 

EDI - Inclusion 

Summer 1 

 

 

 

 

 

 

 

 

Summer 2 

Journeys 

Value – Rule of law 

Learning Habit – Teamwork 

EDI - Inclusion 

Maps 

Value – Rule of law 

Learning Habit – Teamwork 

EDI - Inclusion 

The Four Seasons 

Value – Individual Liberty 

Learning Habit - Reflection 

EDI - Diversity 

My World and Me 

Value – Individual Liberty 

Learning Habit - Responsibility 

EDI - Inclusion 

In the Desert 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI - Diversity 

Know Better, Do Better (3 lessons) 

Value – Mutual Respect 

Learning Habit - Reflection 

EDI - Equality 

South America 

Value – Mutual Respect 

Learning Habit - Resilience 

EDI - Diversity 

North America 

Value – Individual Liberty 

Learning Habit - Reflection 

EDI - Diversity  

 

 

 

 

 

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