Curriculum – Geography

/ Children & Learning / The Curriculum / Curriculum – Geography

Geography

Policy

The National Curriculum and Statutory Requirements

‘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.’ – The National Curriculum, 2013

By the end of each key stage, and the time they transition to secondary education, pupils should be able to understand and apply the knowledge and skills acquired in the geography programme of study.

Aims

As a maintained school, our geography curriculum is based on the National Curriculum and reflects the statutory requirements therein. By the end of Key Stage 2, all children should:

  • 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
  • Be confident 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

At Hawkhurst CEP School we strongly believe that all children should have access to an engaging and high-quality geography curriculum that provides them with robust locational and place knowledge, a clear understanding of human and physical geography and well-developed geographical skills. We also want to foster in our pupils a sense of global citizenship and both a sense of wonder at the diversity and beauty of our world and an appreciation of some of the challenges the planet and its inhabitants face.

Teaching and Learning

At Hawkhurst CEP School, geography is taught through a creative, topic-based curriculum. Each year group will cover the skills as detailed in our skills progression document for geography. In the EYFS, children’s learning in geography will largely focus on exploring the locality and building understanding of the natural world. Much of children’s enquiry into the world around them will be through child-initiated activities, talk and play. In Key Stage 1, children will learn about the United Kingdom and some key features of our planet e.g. where the hottest and coldest areas are. They will also develop their understanding of the local area and begin to identify some human and physical geographical features e.g. towns, cities, mountains, rivers. In Key Stage 2, children will expand their knowledge of the countries of the world and study some in depth. They will also develop their geographical skills such as using maps and atlases effectively and understanding how to use the eight points of the compass. Children in year 5 and 6 will learn about how physical geographical features are formed in greater depth and understand different climate zones, biomes and vegetation belts.

Each term, classes will make links between what they are learning in geography and the school value that the whole school is focussing on. Through this, children will develop a sense of the role that our school values play in both our curriculum and the whole school community, including our special place in the community of St Laurence Church.

We are committed to ensuring all children in our school have equal opportunities to access learning and lessons are planned and taught in line with our SEN and inclusion policies.

Recording and Assessment

At Hawkhurst CEP School, children in the EYFS will generally express their geographical understanding through child-initiated activities and talk. This may then be recorded by adults e.g. on a post-it and filed in their learning journey. In Key Stage 1, children will begin to record their geography learning in their topic exercise books but will often explore geographical knowledge and skills practically, which may then be recorded with photographs and post-its in their topic books. They should also be some written recording of their learning by the children. In Key Stage 2, children’s work will be recorded in their topic books and children will demonstrate their understanding of geography increasingly through written outcomes, some of which may be extended pieces of writing. Learning at all phases of primary education will also be evidenced in the learning environment e.g. on learning walls and displays.

Teachers will assess children’s work regularly and this will usually be through observation and feedback given orally during lessons but, as children progress through Key Stage 2, may increasingly be conducted through feedback in line with our feedback policy for extended pieces of writing. Children’s progress will be checked against the skills progression documents for each year group.

Monitoring and Evaluating

The quality of education in geography will be monitored by SLT and the geography subject leader. The subject leader will carry our regular learning walks (each seasonal term) and will monitor progress throughout the school by checking the quality of learning opportunities and the standard of outcomes through work scrutinies and pupil conferencing.

The subject leader will be responsible for managing the geography budget and ensuring classes have sufficient resources to deliver high-quality geography lessons across the year.

Skills Progression

EYFS KS1 KS2
To talk about past and present events in their own lives and in the lives of family members.

To know about similarities and differences between themselves and others, and among families, communities and traditions.

To know about similarities and differences in relation to places, objects, materials and living things.

To talk about the features of their immediate environment and how environments might vary from one another.

Pupils should be 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.
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 should be 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 key (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.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To comment and ask questions about aspects of their natural world e.g. the place where they live or the natural world. Name and locate the four countries and capital cities of the UK and its surrounding seas.

Know that the world extends beyond their locality.

Locate hot and cold areas, the poles and the equator.

Name and locate the world’s seven continents and five oceans.

Begin to use the contents/index to locate a country in an atlas.

Identify where places are in relation to other places.

Identify rivers and mountains on maps and globes.

Name and locate the counties and cities of the UK; describe where these places are.

Use the contents/index to locate a country in an atlas.

Use letter and number coordinates to locate features.

Locate the world’s countries and major cities (with particular focus on Europe and North and South America).

Use the eight points of a compass.

Identify positions of longitude, latitude, equator, northern hemisphere, southern hemisphere, tropics of cancer and Capricorn, arctic and Antarctic circle, Greenwich meridian and time zones (including day/night time). Independently use the skills developed throughout Key Stage 1 and 2.

Use six-figure grid references, symbols and map keys.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To know about similarities and differences in relation to different places. Understand geographical similarities and differences though studying the human and physical geography of Hawkhurst school and its locality. Understand geographical similarities and differences through studying the human and physical geography of an area of or a whole non-European country. Understand geographical similarities and differences through a study of the human and physical geography of the UK. Understand geographical similarities and difference studying the human and physical geography of a region: Russia. Understand geographical similarities and difference studying the human and physical geography of a region of a European country. Understand geographical similarities and differences studying the human and physical geography of a particular region: North or South America.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To talk about some of the things they have observed e.g. plants, animals, natural and found objects.

To show care and concern for living things and the environment.

To develop an understanding of growth, decay and changes over time.

Focusing on the school and locality, describe what places in the locality are like.

Recognise where things are in relation to other things in the locality.

Think about how the school environment could be improved.

Identify seasonal and daily weather patterns in the UK.

With support read a thermometer.

Use simple labelled sketches and plans.

Identify and name key human features e.g. city, town, village, factory, farm, house, office, port.

Identify and name key physical features e.g. beach, season, weather, forest, hill.

Study an area of a non-European country.

Compare and recognise differences between a chosen non-European country and a local area.

Make observations about seasonal weather changes (of a chosen non-European country).

Follow a route on a map.

Draw a map of a real route and record using a key.

Identify and name key human features – city, town, village, factory, farm, house, office, port.

Identify and name key physical features – cliff, coast, mountain, sea, ocean, river, soil, valley, vegetation.

Draw maps from a plan view.

Use rain gauge/anemometer.

Study a region of the UK in depth.

Study rivers and the water cycle.

Make observations about patterns made by human features.

Make observations about patterns made by natural features.

Recognise physical features e.g. effects of flooding/drought.

Recognise how a place fits within a wider geographical context.

Describe how human processes can lead to similarities and differences in the environments of different places, and in the lives of the people who live there.

Understand what mountains are and how they’re formed.

Describe and compare the physical and human features of different localities.

Know how particular features have evolved and how they might change in the future.

Explain features of places and why they change, including how they might get damaged or be improved.

Use keys in atlases to make deductions about landscape.

Draw a sketch map with a key.

Understand what volcanoes and earthquakes are.

Understand the terms ‘biomes’ and ‘vegetation belts’.

Recognise and explain patterns in physical and human features in several different localities.

Know about a number of physical and human processes, their importance and how they can cause change.

Recognise how people can improve and sustain their environment.

Explain different views in relation to a geographical issue.

Analyse evidence and draw conclusions e.g. population data for two localities.

Use detailed field sketches.

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
To look closely at similarities, differences, patterns and change. Use world maps, atlases and globes to identify the UK and its countries.

Use simple locational and directional language to describe the route on a map e.g. left, right, forwards, turn, near, far.

Use world maps, atlases and globes to identify countries, continents and oceans.

Use simple compass directions to describe the location of features and routes on a map.

Develop:

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 ordinance survey maps to build their knowledge of the UK and the wider world.

Use fieldwork to observe, measure, record and present the human and physical features on the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

With support:

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 ordinance survey maps to build their knowledge of the UK and the wider world.

Use fieldwork to observe, measure, record and present the human and physical features on the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

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 ordinance survey maps to build their knowledge of the UK and the wider world.

Use fieldwork to observe, measure, record and present the human and physical features on the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

Independently:

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 ordinance survey maps to build their knowledge of the UK and the wider world.

Use fieldwork to observe, measure, record and present the human and physical features on the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

Enrichment Activities
Coming Soon