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. Geography at St Leonard's has gone further than that as we discuss in real time comparisons between our school and other global schools through links we have made.
In Class 1 our own 'Paddington Bear', a teddy bear who accompanies children on their holidays and at weekends, helps their awareness of places outside their own environment.
The school is fortunate to have the Stockgrove and Rushmere Country Park on its doorstep and the children work closely with the rangers and the Greensand Trust on a variety of projects.
Intent: What we want to achieve
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Implementation: We will:
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Impact: The intended outcomes of the geography curriculum
By the end of the Foundation Stage most children will be able to:
By the end of KS1 most children will be able to:
By the end of Year 4 most children will be able to:
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Key Stage 1 |
Key Stage 2 |
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Year 1 Bright Lights and Starry Nights Into The Woods To The Beach |
Year 2 An Island Home Deep Down Under Gardeners World |
Year 3 Under the Canopy The Invaders are Coming Fantastic, Marvellous, Dahlicious |
Year 4 Walk Like An Egyptian Through the Wardrobe And Beyond We Love where We Live |
Identify seasonal and daily weather patterns in the United Kingdom (Bright Lights and Starry Nights)
Name and locate the four countries and capital cities of the United Kingdom (Bright Lights and Starry Nights)
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Name and locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas (An Island home)
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Understand geographical similarities and differences through the study of human and physical geography of the South American rainforests (Under the Canopy)
A region in a European Country Rome- (The Invaders Are Coming) |
Understand geographical similarities and differences through the study of human and physical geography to include Egypt, a region of the United Kingdom (Walk Like An Egyptian, Through the Wardrobe and Beyond)
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Use simple fieldwork and observational skills to study the geography of their school and its grounds (Into The Woods)
and of a small area in a contrasting non-European country South Africa-(To The Beach- Baba’s Gift) |
Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country Australia- (Deep Down Under) |
Describe and understand key aspects of physical geography, including volcanoes and earthquakes (The Invaders are Coming) |
Describe and understand key aspects of physical geography, including the water cycle (Walk like an Egyptian) |
Use basic geographical vocabulary to refer to key physical features including: beach, cliff, coast, forest, hill, sea, river, season and weather. Key humans features, including: city, town, village, factory, farm, house, office and shop
(To The Beach, Into The Woods) |
The location of hot and cold areas of the world in relation to the Equator and the North and South Poles (Deep Down Under) |
Describe and understand key aspects of 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. (Rainforest civilisations, Roman settlement, Anglo Saxon living, Roman towns and Anglo Saxon place names) (The Invaders Are Coming, Under The Canopy) |
Describe and understand key aspects of 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. (Ancient Egyptian civilisations)
(Walk Like and Egyptian) |
Use world maps, atlases and globes to identify the United Kingdom and its countries (Bright Lights and Starry Nights)
Use simple compass directions (North, South, East and West) ad locational and directional language (for example, near and far; left and right), to describe the location of features and routes on a map. (Into the Woods) |
Use basic geographical vocabulary to refer to: key physical features including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Key human features, including: cuty, town, village, factory, farm, house, office, port, harbour and shop (An Island Home, Gardener’s World) |
Use maps, atlases, globes and digital/computer mapping to locate countries studied and describe features studied
(Under the canopy, The Invaders Are coming, Fantastic, Marvellous, Dahlicious) |
Use maps, atlases, globes and digital/computer mapping to locate countries studied and describe features studied (Walk Like An Egyptian Through the Wardrobe And Beyond We Love where We Live) |
Devise a simple map; and use and construct basic symbols in a key. (Into The Woods) |
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. (An Island Home, Deep Down Under)
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. (An Island Home, Deep Down Under) |
Use the eight points of a compass, four figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the united Kingdom and the wider world (Under the Canopy, The Invaders are Coming, Fantastic, Marvellous, Dahlicious) |
Use the eight points of a compass, six figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the united Kingdom and the wider world (Walk Like An Egyptian Through the Wardrobe And Beyond We Love where We Live) |
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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 (An Island Home)
Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human features of its surrounding environment (Gardeners World) |
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Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies (We Love Where We Live) |
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