Intent
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.
Implementation
All projects are planned using an investigative approach so that geographical questions can be raised. In addition to this, skills and mapping progression matrices are used as a basis for planning so that pupils can gain age appropriate skills to meet as follows:-
Mapping skills:
- Position and orientation
- Map Symbols
- Map Perspective
- Map purpose / style
- Map Scale
- Map drawing
- Map Reading and Interpretation
- Data Collection
Children participate in field trips to study their projects through first-hand, multi-sensory experiences. When engaged in fieldwork children are expected to behave in a considerate, responsible manner showing respect for other people and the environment. Children are given opportunities to use a wide range of maps, including historical and thematic maps at a variety of scales appropriate to the activity being undertaken.
Impact
Our approach to the teaching of geography, ensures that our children are able to meet the aims of the national curriculum for geography, which are as follows:
- 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
All Saints Geography Curriculum Map
| Class 2 | Autumn | Spring | Summer |
|
Cycle 1
|
Early settlements and Land use (Stone Age) What was important to them and why? |
Comparing and contrasting the area of London where the Great Fire was to the present day through. Map skills, human and physical geography.
|
Explorers – Tudors through to the Modern day (humanities theme linking geography and history together) Famous explorers through the years / transport through the years. Investigate the countries covered |
|
Cycle 2
|
London focus – Concentrate on the capital city, famous landmarks / places and mapping the area
Compare and contrast London to Stafford |
Weather around the world and hot and cold climates. Covering human and physical features plus Y3 – volcanoes How do homes differ / adapted to suit different climates and weather systems
|
What makes Ranton a village? (types of settlement and land use) Urban / rural comparison with Stafford. Study of our school. How has it changed over the years? How could it be improved for the residents? How could it be made safer? Map work , human and physical geog |
|
Cycle 3 |
South America compared with Staffordshire Y3 – South America changes over time. |
Study of the UK. Look at the 4 countries and capital cities. How are they similar / different? (weather / location / human and physical features / famous landmarks) |
Stafford Castle study (Local study / significant events o our locality) Why is Stafford castle where it is? Map work (types of settlement and land us) |
| Class 3 | Autumn | Spring | Summer |
|
Cycle 1
|
A Local Study of Invaders and Settlers Over Time. A Changing World – How Physical & Human Geographical Features Have & Continue To Have An Impact On Our Environment. |
Exploring Europe & The Impact of The Roman Empire in Staffordshire |
World Geography & Map Skills |
|
Cycle 2 |
Fieldwork/Map Reading & A local WW2 study in Staffordshire (evacuation, events, memorials etc) |
Monuments from the Tudor Era in Staffordshire (A local study) Comparing Maps Over Time What happened to Ranton Abbey? |
Changes to Staffordshire Tudor monuments over the course of the Stuart era. Map drawing. Charles I in Staffordshire |
|
Cycle 3 |
A Local Victorian Study Trade, Economics and Employment |
To Understand & Describe Physical Aspects of Geography and Their Impact Earthquakes and Climate |
Identifying physical geographical features and their impact on the environment Rivers |
