Geography

 

 

Geography Intent

‘The study of Geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exist across continents.’

Barack Obama

At Garfield, we aim to 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. We aim to inspire our children to become thoughtful and active members of the community and we aim to inspire in our pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. 

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.

Geography Implementation

Geography at Garfield is supported by Kapow Geography plans, ensuring a well-structured approach and a systematic progression of skills.

Geography, like History, is sometimes used as a topic focus for the term, but we also aim to ensure it is integrated into other areas of the curriculum and that geographical skills are taught throughout the year through cross curricular work where appropriate. 

Geography Vital Vocab and Knowledge Organisers

At Garfield Primary, Geography is taught with the help of Vital Vocab and Knowledge Organisers (KOs) that outline the essential vocabulary and knowledge covered in half-termly topics. These are shared in Google Classrooms before topics are taught, with the aim that everyone knows ahead of time what will be taught and what children need to learn. Vital Vocab and KOs are designed to be used at school and at home, parents can help children learn the information within them. Lessons expand on the powerful knowledge in Organisers, enabling children to thoroughly understand concepts and to apply that knowledge, offer informed explanations, make links and spot patterns. 

EYFS 

Children in the EYFS are assessed within Understanding The World and Mathematics, and progress is tracked termly. Age related expectations are reported at the end of Reception. 

Three and Four Year olds 

• Understand position through words alone. For example, “The bag is under the table,” – with no pointing.
• Describe a familiar route.
• Discuss routes and locations, using words like ‘in front of’ and ‘behind’.
• Use all their senses in hands-on exploration of natural materials.
• Begin to understand the need to respect and care for the natural environment and all living things.
• Know that there are different countries in the work and talk about the differences they have experienced or seen in photos.

Reception/ELG 

• Draw information from a simple map.
• Recognise some similarities and differences between life in this country and life in other countries.
• Explore the natural world around them.
• Recognise some environments that are different to the one in which they live.
• Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
• Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.
• Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
• Understand some important processes and changes in the natural world around them, including the seasons.

Key stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should 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.

Pupils are taught to:

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
• 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 are taught to:

Locational 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

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 keys (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.

 Geography Impact

We want children to become confident and successful Geographers, with understanding of what the subject will bring to their lives and the links within their local and wider community. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes in their programme of study. Age related expectations are reported to parents at the end of Reception. In KS1 and KS2, assessment takes place throughout the year and at the ends of topics. Teachers record progress in Geography against National Curriculum expectations for each year group. Teachers use this information to inform future lessons, ensuring children are supported and challenged appropriately. Assessment data is analysed to inform and address any trends or gaps in attainment. Further information is gathered through pupil voice activities, highlighting strengths and achievements and any recommendations for improvements, knowledge and skills that need to be embedded. Each part of the Geography curriculum is reviewed termly by the subject leader.

Equality, Diversity and Inclusion

To improve the diversity, equality and therefore quality of our Geography curriculum, we consulted with The Black Curriculum, who commended our inclusivity and further supported us in ensuring our curriculum is representative of our community.