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Geography

In Geography we aim to encourage children's knowledge and understanding of their immediate environment and the wider world linked to our Creative Curriculum termly learning journeys.

 

Interactive whiteboards in all classrooms bring Geography to life in the classrooms with access to stimulating resources including Google Earth. The children benefit from outings to places of interest linked to topics studied, comparative studies and visits from specialists in this field.

 

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.

 

Implementation: How we will achieve this

  • plan progressive lessons 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.
  • 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
  • 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

  • Pupils will develop a love of learning and will become curious  
  • Pupils will work hard, strive to meet challenges and will become resilient learners, using a growth mind-set approach
  • Pupils will learn to work independently and will also be able to contribute effectively to a partner, group work or whole class creations.
  • Pupils will develop as considerate, tolerant and empathetic citizens.
  • Pupils will learn to work logically using a range of geographical sources to solve problems

 

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)

 

 

 

 

 

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

(Through the Wardrobe and Beyond)

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)