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Geography

Geography Subject Leader is Mrs Neale

 

Geography at Holy Trinity CE Primary

Our curriculum intent for geography is that every child will: 

 

  • have a good knowledge of location of significant places at home and away
  • understand physical and human characteristics and their interdependence
  • develop an awareness of our place in the solar system
  • develop a wide geographical vocabulary

 

As a valued part of the curriculum, Geography is taught through topic work, rather than as a discrete subject wherever possible.  This has enabled more cross curricular links and a wider teaching of Geography in school.

 

Geography provides a means of exploring, appreciating and understanding of the world in which we live and how it has evolved.  We explore the relationship between Earth and its people.  It stimulates curiosity and imagination and we can aim to build upon the child’s ‘Personal Geography’ by developing geographical skills, understanding and knowledge through studying places and themes.

 

 

How does Geography fit into our School Vision?

To be an inspirational place of learning where

Vision statement:

Geographical links/actions:

We facilitate opportunities so every child can flourish in a place where they feel safe, happy and confident.

 

   

  • Ensure trips and visits are planned and delivered effectively and regularly in every year group to inspire learning
  • Offer cross-curricular learning opportunities to enable children to make connections and explore an in depth curriculum
  • Share examples of learning and achievement within the school through displays, photos, work samples as well as celebrating achievements with families on the school website and in the newsletter

Staff wellbeing and professional development is valued and supported in order to fulfil their roles, inspire others and experience personal fulfilment.

 

                          

  • Provide CPD for staff in the geography National Curriculum
  • Ensure resources are available and of a  high standard to enable staff to undertake their job effectively and efficiently
  • Use specialist companies when appropriate to deliver high quality and inspiring sessions as part of the learning journey

 

 

 

 

 

The school provides facilities that enable an optimum learning environment.

 

 

 

  • Ensure pupils have access to high quality resources
  • Geographical resources and displays are an embedded part of our school environment
  • Ensure children’s work is celebrated and shared throughout all available platforms: classrooms, corridors, communal areas in school, through topic books, on the website, in home learning projects etc
  • Immerse children in rich topic based learning by making links whenever appropriate

 

The school plays a central role within our community and enjoys strong links with the church, local companies and other schools.                       

  • Where possible make local links within our topic based approach through trips and visits
  • Forge links with other Geography subject leaders across the local cluster
  • Where possible ensure that field work is combined with making links in the local community

 

 

 

 

National Curriculum: Geography

Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Aims

 

The national curriculum for geography aims to ensure that all pupils:

 

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Subject Content

 

Key stage 1

Our pupils develop knowledge about the world, the United Kingdom and their locality. They can understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

 

Locational knowledge:

§ 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:

§ 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:

§ 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:

§ 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 Geography – key stages 1 and 2 3

§ 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

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

 

Pupils should be taught to:

Location knowledge:

§ 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:

§ 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:

 § 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 Geography – key stages 1 and 2 4

 

Geographical skills and fieldwork:

§ 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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