Geography

Key Stage 1

 Intent

In KS1 Geography, we would like to ensure all children leave with an enthusiasm for Geography, rooted in an understanding of the human and physical geographical processes.  We aim to do this by:

1. inspiring pupils to become curious and explorative thinkers with a diverse knowledge of the world;
2. developing the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings;
3. building an awareness of how Geography shapes our lives at multiple scales and over time;
4. encouraging pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

Implementation

 Through focused teaching, we ensure our geographers show the following characteristics:

1. Compare and contrast human and physical features to describe and understand similarities and differences between various places in the UK, Europe and the Americas.
2. Name, locate and understand where and why the physical elements of our world are located and how they interact, including processes over time relating to climate, biomes, natural disasters and the water cycle.
3. Understand how humans use the land for economic and trading purposes, including how the distribution of natural resources has shaped this.
4. Develop an appreciation for how humans are impacted by and have evolved around the physical geography surrounding them and how humans have had an impact on the environment, both positive and negative.
5. Develop a sense of location and place around the UK and some areas of the wider world using the eight-points of a compass, four and six-figure grid references, symbols and keys on maps, globes, atlases, aerial photographs and digital mapping.
6. Identify and understand how various elements of our globe create positioning, including latitude, longitude, the hemispheres, the tropics and how time zones work, including night and day.
7. Present and answer their own geographical enquiries using planned and specifically chosen methodologies, collected data and digital technologies.

Taken from Kapow’s Geography Three_Is document 21.03.23

Impact

Our aim is that children are able to develop a curiosity, appreciation and respect for the world around them. As inspired geographers, children will be able to build an understanding of the interconnection between the human and the physical. Through our learning, geographers will be able to compare and contrast human

and physical features and identify and describe the similarities and differences between various locations around the world. Build an understanding of processes over time (including: climate, natural disasters and the water cycle). Children will be able to understand how humans use the land. Children will be given the opportunity to develop an appreciation for humans have impacted the environment. Furthermore, children will be given the opportunity to develop a sense of location and place within the UK and more globally using symbols and keys on maps, globes, atlases and aerial photographs.

Planning and teaching is reviewed termly by the subject lead through learning walks, book monitoring and pupil voice. Written marking in books allow teachers to either consolidate learning through tips or challenge the learner to explain, explore and delve deeper.

Key Stage 2

Intent

In Geography we would like to ensure all children leave with an enthusiasm for Geography, rooted in an understanding of the human and physical geographical processes.  We aim to do this by:

1. fostering and nurturing a curiosity towards the subject that will stay with them for the rest of their lives.
2. for children to appreciate, understand and value their own geography and environment through local studies, learning visits and enrichment opportunities underpinned by safe messages.
3. for children to investigate a range of locations during their time in our school locally, nationally or globally.
4. building on prior knowledge – this is a key part of our curriculum, allowing children to become fluent in understanding the world that we live in and the challenges it faces. Progressive and transferable skills make Geography an exciting and rewarding subject here at Gwladys Street Community Primary and Nursery School.

Implementation 

Through focused teaching, we ensure our geographers show the following characteristics:

1. A range of vocabulary that builds on prior learning, allowing children to draw upon these when learning Geography.
2. An understanding of where places are in the world and their own locality in relation to the rest of the world.
3. Show confidence, through speaking and listening activities, to take part in enquiry-based lessons resulting in detailed, informative presentations.
4. Curiosity towards relevant and current issues in society and the environment.
5. Understand that fieldwork is an essential component in the study of Geography, using it to draw conclusions.
6. The geography long term plan shows progression of knowledge and skills.

Appreciate the ways in which locations are interconnected and interdependent.

Impact

Our aim is for children to have developed an awareness of the world that they live in, and think proactively about how to protect and sustain it. Within geography, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Children’s knowledge and skills will develop progressively as they move through the school, not only to enable them to meet the requirements of the National Curriculum but to prepare them to become competent geographers in secondary education. Children are given the opportunity to reflect on what they have learnt each topic, collate new vocabulary to support their understanding and celebrate their achievements in the subject. We track children’s progress in Geography by using targets taken from the National Curriculum and assessing the children against these. This informs future planning and learning opportunities.

Children will have a deep understanding of the local area and its place in the wider geographical context.

Planning and teaching is reviewed termly by the subject lead through learning walks, book monitoring and pupil voice. Written marking in books allow teachers to either consolidate learning through tips or challenge the learner to explain, explore and delve deeper.