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 |
|
|
|
|
|
|
Place Knowledge |
|
|
|
|
|
|
Human and Physical Geography |
|
Describe and understand key aspects of:
|
Describe and understand key aspects of:
|
Describe and understand key aspects of:
|
Describe and understand key aspects of:
|
Describe and understand key aspects of:
|
Geographical Skill and Fieldwork |
|
|
|
|
|
|
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 |