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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. 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

  • 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 4 most children will be able to: 

  • Explain the physical and human characteristics of places and their similarities and differences and know the location. 
  • Describe how people can damage and improve the environment. 
  • Undertake geographical enquiry, identifying and explaining different views. 
  • Locate Europe and surrounding countries on maps and be able to talk about local features. 
  • 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  
  • Talk about similarities and differences between regions of the UK and other countries
  • Describe elements of human geography such as different settlements over different places 
  • Use the 8 points of a compass and grid references 

 
 

CURRICULUM OVERVIEW 2019-20

Key Stage 1

Key Stage 2

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)

 

Name and locate and identify characteristics

of the four countries and capital cities of the United Kingdom and its surrounding seas

(An Island home)

 

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)

 

 

 

 

 

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)

 

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)

 

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)