Geography

Subject Intent

At Kingsleigh Primary School we believe that geography should inspire children to be curious about the world around them, to ask questions and to use practical skills to find answers. We want our pupils to understand how the world is interconnected, their place within the world and the human and physical processes that continue to shape our Earth. Seeing the curriculum through our learners’ eyes is key to the way our curriculum is designed.

Central to our planning is our six key geographical themes: place, space, connection, sustainability, diversity and change. Alongside these are our six key geographical skills including: map work, observations, collecting and recording data, compass skills, measuring and use of digital technologies. Through these, we aim to build important progressive and transferable skills, knowledge and understanding that will prepare our pupils for Key Stage 3 and beyond.

Subject Implementation

Our curriculum is carefully planned to ensure that our pupils’ understanding of the world is progressive. We begin in Reception with a focus on learning about their immediate environment and then gradually progress to knowledge of the U.K, then Europe and the wider world in Key Stage Two. Opportunities to apply geographical skills and fieldwork are carefully interwoven through each unit so that the children have regular opportunities to build on their practical skills. The outdoors is central to our geography curriculum and we provide as many opportunities as possible for the children to gain real first-hand experience of a range of physical and human features. For example, in Year Two our pupils visit a local harbour to make direct comparisons with Sydney harbour and in Year 4 the children visit Lulworth Cove to enhance their learning about coastlines in the UK. Each year group covers three geography units of work; one per half term.

We regularly assess the children’s understanding using both summative and formative approaches in order to ensure that every child is secure in their understanding and that they can make links to prior learning.

Geography

NC Coverage

Autumn

Spring

Summer

Bournemouth

· Understand geographical similarities and differences through studying the human and physical geography of Bournemouth.

· Fieldwork

· Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.

· 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 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.

The UK

· name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

· use world maps, atlases and globes to identify the United Kingdom.

Human and Physical Features of the UK

· Use basic geographical vocabulary to refer to:

Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation.

· Use basic geographical vocabulary to refer to:

· Key human features, including: port, harbour, city, town, village, factory, farm, house, office and shop.

· 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

Continents and Oceans

· name and locate the world’s seven continents and five oceans

· 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

Weather in UK and Around the World

· 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

· Key physical features including season and weather.

· 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

Comparing Christchurch, UK and Sydney, Australia

· understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom-Christchurch and of a small area in Sydney-Australia.

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

European Countries

· Use maps to locate countries that focus on Europe, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

Comparing Bournemouth and Rome

· understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom (London) and a region in Italy (Rome)

Mountains and Tourism

· Physical geography focusing on Mountains.

· Human geography, including: economic activity and trade links.

· use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Counties of the UK

· 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

Iceland

· Use maps to locate countries in Europe, including Iceland, concentrating on the environmental regions, key physical and human characteristics, countries, and major cities. Human geography, including: types of land use, and the distribution of natural resources including energy, food, minerals and water.

· use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Comparing Coastlines-Jurassic Coast and Iceland

· understand geographical similarities and differences through the study of human and physical geography of the Jurassic Coast and the capital region-Reykjavik.

· 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 and digital technologies. Cover through trip to Durdle Door.

North America

· Locate North America on a map concentrating on the environmental region, key physical and human characteristics, countries, and major cities

· identify the significance of latitude and longitude.

· 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

Earthquakes

· Physical geography including earthquakes.

Rivers and the Water Cycle

· Physical geography including rivers and the water cycle

· use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including plans, graphs, and digital technologies. Cover through trip to River Stour at Kingfisher Barn or alternative.

· 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

South America

· identify the position and significance of latitude, longitude, the Tropics of Cancer and Capricorn, the Prime/Greenwich Meridian and time zones (including day and night)

· identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, Arctic and Antarctic Circle.

· Physical geography; including climate zones, vegetation belts

· Locate South America on a map concentrating on the environmental region, key physical and human characteristics, countries, and major cities

Comparing North and South America-Costa Rica and Canda

· 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

Volcanoes

· Physical geography including volcanoes.

Geography

Subject Intent

Subject Implementation

Geography Photo Gallery