Email: office@grimleyholt.worcs.sch.uk | Telephone: 01905 640325

Geography

Intent

Our educational program is designed to help teachers cover all the necessary skills required to meet the objectives of the national curriculum. Geography is an integral part of our thematic approach, complementing History to provide a deeper understanding of the four areas of geography outlined in the curriculum. This helps develop contextual knowledge of globally significant locations and an understanding of the processes that shape key physical and human geographical features of the world, including how they undergo variation and change over time. Our aim is to instill in children a sense of curiosity and fascination with the world and its people that will remain with them throughout their lives. Our program’s thematic nature provides an immersive, collaborative, and investigative approach to different places around the world, as well as physical and human processes. Our lessons aim to improve children’s geographical vocabulary, map skills, and geographical facts, providing opportunities for consolidation, challenge, and variety to ensure sustained interest and progress in the subject.

 

Implementation

In Key Stage 1, children start to learn to use maps and recognize physical and human features related to their local area. This gradually leads to more advanced topics such as using maps to explore the continents and oceans of the world in Year 2. Additionally, in Year 2, children learn to compare their place of living to areas outside of Europe and ask and answer geographical questions. In Key Stage 2, map skills are further developed using digital maps, more keys and symbols, and children start to use more fieldwork skills. Our lesson plans and resources help children build on their previous knowledge and introduce new skills and challenges. Children learn to expand their skills in local knowledge, place knowledge, human and physical geography, geographical skills, and fieldwork. We provide engaging and practical tasks to allow children to experience geography beyond the classroom. Each lesson pack comes with end-of-unit assessments to give teachers and adults leading geography confidence in the development of skills and knowledge. Key words are highlighted in each lesson, which can be used by children to deepen their geographical knowledge.

 

Impact

Geography lessons have proven to have a positive impact on both teachers and pupils across the school. By using these lessons as the foundation of the Mantle of the Expert curriculum, teachers have reported that they have higher expectations and can present more quality evidence in books. This approach has helped children develop a deep understanding of the Earth’s key physical and human processes and accurately use geographical vocabulary. Moreover, children can make relevant links between geography and other subjects such as history and science. This interdisciplinary approach has led to an improvement in their enquiry skills and inquisitiveness about the world around them, as well as their impact on the environment. Children also develop a positive commitment to the planet’s future and understand the choices they can make to create a better world. They become competent in collecting, analyzing, and communicating a range of data gathered and can interpret a variety of sources of geographical information. Ultimately, all children in the school can speak confidently about their geography learning, skills, and knowledge.



Level Expected at the End of EYFS

We have selected the Early Learning Goals that link most closely to the Geography National Curriculum.

 

Understanding the World (People and Communities)

Children know about similarities and differences between themselves and others, and among families, communities and traditions.

Understanding the World (The World)

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.

 

Key Stage 1 National Curriculum Expectations

 

Locational Knowledge

Pupils should be taught to:

  • 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 United Kingdom and its surrounding seas.

Place Knowledge

Pupils should be taught to:

  • 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.

Human and Physical Geography

Pupils should be taught to:

  • identify seasonal and daily weather patterns in the United Kingdom and the location of   hot and cold areas of the world in relation to the Equator and the North and South Poles;
  • 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: city, town, village, factory, farm, house, office, port,
  harbour and shop.

Geographical Skills and Fieldwork

Pupils should be taught to:

  • 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;
  • 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 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.
 

Key Stage 2 National Curriculum Expectations

 
 

Locational Knowledge

Pupils should be taught to:

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities;
  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have 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).

Place Knowledge

Pupils should be taught to:

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America.

Human and Physical Geography

Pupils should be taught to describe and understand key aspects of:

  • physical geography, including: climate zones, biomes and vegetation belts, rivers,  mountains, volcanoes and earthquakes, and the water cycle;
  • 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.

Geographical Skills and Fieldwork

Pupils should be taught to:

  • 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 Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider 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.
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