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Geography

Intent

We believe that Geography is a key foundation in helping children to understand their place in the world and their ability to influence the outcomes of human activities. As we prepare children to take custody of our planet, we aim to help them understand its beauty and fragility, and the power of their choices to protect it.

Children study:

Human geography (places, landmarks, trade, economy, communities, cultures)

Physical geography (natural features, processes and patterns)

The geography curriculum has been designed on the concept of starting small and with the familiar then moving further afield and developing a greater depth of knowledge to underpin understanding and skills. It builds the skills that a necessary for secondary school as well as equipping our children with an understanding of maps, places and the world.

A major theme running through every topic is the identification of physical and human characteristics of the places. This is returned to frequently and in increasing depth across topics. This links to our understanding of how ‘who is in charge’ impacts human activity and its effects, which is a key thread linking our humanities curriculum.

We believe that Geography is a key foundation in helping children to understand their place in the world and their ability to influence the outcomes of human activities. As we prepare children to take custody of our planet, we aim to help them understand its beauty and fragility, and the power of their choices to protect it.

Children study:

Human geography (places, landmarks, trade, economy, communities, cultures)

Physical geography (natural features, processes and patterns)

The geography curriculum has been designed on the concept of starting small and with the familiar then moving further afield and developing a greater depth of knowledge to underpin understanding and skills. It builds the skills that a necessary for secondary school as well as equipping our children with an understanding of maps, places and the world.

A major theme running through every topic is the identification of physical and human characteristics of the places. This is returned to frequently and in increasing depth across topics. This links to our understanding of how ‘who is in charge’ impacts human activity and its effects, which is a key thread linking our humanities curriculum.

Implementation

In the Foundation Stage, early geographical concepts are begun through the Understanding of the World strand. Across the rest of the school, Geography is taught as a discreet subject in blocks

 

In  Key Stage 1

The children will begin to build local knowledge: my house – my street – my village with the focus being on Sutton Courtenay.

The children will learn about another town/city in the UK (London or Oxford or both).

They will study this city and make connections back to their knowledge of Sutton Courtenay.

 

In KS1 the children need to learn that the world is round (and point to the Equator), there are different continents, we live in the UK/England, surrounded by sea, weather patterns. They will also touch on there being four countries in the UK and their capital cities.

 

In Year 3

Their knowledge is widened to look in more detail at the four countries in the UK. They will need to know the capitals and identify them on a map. They will study some new towns/cities in the UK. These could be the capitals or could be other towns that link to coasts. They will need to be able to name the seas around the UK.

They need to know how beaches are made (two types of waves) and touch lightly on erosion. They could also learn about the importance of ports/trade.

 

In Year Four

Now, the children will look at Europe and study Italy (in detail) and Russia (in brief). Using Italy, they will learn about mountains, volcanoes and earthquakes. They will locate Italy and surrounding counties and think about trading across the land and seas. They will study Rome and Naples/Pompeii (possibly others?)

The children will study Russia by looking at two cities in the west (Moscow & St Petersburg) and one in the east (Valivostok) learning their names and key landmarks. They start to learn about biomes using Russia to understand this e.g. polar in Northern Russia (Siberia), tropical in Southern Russia (Sochi on Black Sea coast).

 

In Year Five

The children will study Kenya and look at rivers, weather and climate (including climate change) and desert biomes. They will learn about Niarobi as a city and possibly compare with Mombasa (economy, growth, crime, poverty, culture) and study the Mara river in detail. They will then learn about other key African rivers (Nile & Zambezi) and make connections back to the River Thames.

 

In Year Six

Will study Brazil looking at Rio (trade, economy etc.) and the rainforest as a crucial biome. They will then deepen their understanding of biomes/climate zones etc. They will be making connections between the biomes and places they learnt about in Y4 and 5.

Progression in Geography

Impact

Over their time at school, children will:

Deepen their geographical knowledge so that they are aware of relative locations and their geographical physical features

Become increasingly aware of how human activity has shaped the locality and wider world that they currently live in. 

Build on prior-learning and explicitly make connections between what they have previously learned and what they are currently learning. 

Participate in high-quality visits and field work to further investigate geographical questions and hypothesise in response to data

Become increasingly critical and reflective within their thinking be able to use these in their discussion and written work, making informed and balanced judgements based on their knowledge of the locational features

Explore and identify where the power lies indifferent localities and how this impacts on human life.

 

Geography is assessed through staff collaboration and discussion around the evidence of children’s work.  A summative judgement is made each year and reported to parents.

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