Curriculum Leader: Jess Chisnall

Miss Chisnall is our geography leader and is responsible for this curriculum area. This means ensuring we teach an ambitious curriculum, supporting our teachers to implement our curriculum through high-quality lessons and checking that lessons are helping our children to know more, remember more and do more.

Purpose of study

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.

Aims

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.

Intent

We are setting out to help our pupils be ...

• Secure. To find their place in the world and understand how the world works (physical processes and natural features). 

• Understanding Love the world and where they live. Protect the world and take care of the environment.

• Resilient. Children learn that it’s okay to make mistakes in geography in order to become resilient geographers. 

• Practical. Have fun and inspiring lessons for the children to enjoy. Children learn through practical, hands-on experiences in and outside the classroom. They are inquisitive. 

Implementation

We will do this by ensuring ...

• Children are taught a broad curriculum with enrichment opportunities. 

• Children are encouraged to gather data and draw conclusions from enquiries. 

• We will provide children with time to explore and experiment with new equipment first.

• Children use a range of geographical resources to become familiar with places and landmarks outside the UK.

Impact

We will have made a difference when ...

• Children are curious about the world - they ask questions and set themselves enquiries. They ask to explore the local world they live in.

• Children value and enjoy geography learning - they know how to protect the planet and their importance in doing so.

• They will take pride in their learning, as they have refined and learned from their mistakes. Children will be able to reason and draw examples of geographical features. 

• Children can use the resources confidently - they can locate significant places on a map. 

Our children will be taught to...

Year R

• In Year R, children are encouraged to explore and understand their immediate environment. They are taught to describe their surroundings using knowledge gained from observation, discussion, stories, non-fiction texts, and maps.

• Through these experiences, children develop an understanding of their local community and the world around them. They learn about the similarities and differences between life in their country and other countries, drawing on knowledge from stories, non-fiction texts, and maps.

• Children also learn about the natural world and the changes that occur throughout the year, including the seasons. They are taught to identify and describe some of the similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what they have learned in class.

• Through this learning, children develop an appreciation of the natural world and its importance. They also develop their language and communication skills, as well as their understanding of geography and science.

Key Stage 1

In Key Stage 1, each autumn term begins with essential skills and knowledge projects (Our Wonderful World in Year 1 and Let’s Explore the World in Year 2). Teaching these projects in Years 1 and 2 enables children to be introduced to, or revisit, critical geographical concepts, aspects, skills and knowledge. These projects prepare children for the study of more thematic geography projects in the following term.

Year 1

In the spring term, children study the project Bright Lights, Big City. This project introduces children to the geography of urban environments and the physical and human features of the United Kingdom.

Year 2

In contrast, in the spring term, children carry out a detailed study of coastal geography in the project Coastline. This project introduces children to the geography of coastal environments and provides children with the opportunity for in-depth coastal fieldwork.

Lower Key Stage 2

In Lower Key Stage 2, children begin with essential skills and knowledge projects (One Planet, Our World in Year 3 and Interconnected World in Year 4). Teaching these projects in Years 3 and 4 enables children to further develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term.

Year 3

In the spring term, children study the project Rocks, Relics and Rumbles, which explores physical features and geographical phenomena, including earthquakes and volcanoes.

Year 4

In contrast, in the spring term, children carry out a detailed study of the physical features of mountains and rivers, which includes opportunities for in-depth fieldwork.

Upper Key Stage 2

In Upper Key Stage 2, children again begin with essential skills and knowledge projects (Investigating Our World in Year 5 and Our Changing World in Year 6). Teaching these projects in Years 5 and 6 enables children to develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term.

Year 5

In the spring term, children study the seasonal project Sow, Grow and Farm, which explores farming, agriculture and rural land use.

Year 6

In the spring term, children study the polar regions in the project Frozen Kingdoms. The project includes an in-depth analysis of the characteristics of these regions, including environmental issues.

Units of work

Year 1 Autumn

Our Wonderful World

This essential skills and knowledge project teaches children about physical and human features, maps, cardinal compass points, and positional and directional language. They learn about the equator, hemispheres and continents and are introduced to the countries, capital cities and settlements of the United Kingdom. The children carry out simple fieldwork to find out about local physical and human features.

Year 1 Spring

Bright Lights, Big City

This project teaches children about the physical and human characteristics of the United Kingdom, including a detailed exploration of the characteristics and features of the capital city, London.

Year 2 Autumn

Let's Explore the World

This essential skills and knowledge project teaches children about atlases, maps and cardinal compass points. They learn about the characteristics of the four countries of the United Kingdom and find out why there are hot, temperate and cold places around the world. They also compare England to Somalia. Children carry out fieldwork, collecting primary data in their locality to answer geographical questions.

Year 2 Spring

Coastline

This project teaches children about the physical and human features of coastal regions across the United Kingdom, including a detailed exploration of the coastal town of Whitby, in Yorkshire.

Year 3 Autumn

One Planet, Our World

This essential skills and knowledge project teaches children to locate countries and cities, and use grid references, compass points and latitude and longitude. They learn about the layers of the Earth and plate tectonics and discover the five major climate zones. They learn about significant places in the United Kingdom and carry out fieldwork to discover how land is used in the locality.

Year 3 Spring

Rocks, Relics and Rumbles

This project teaches children about the features and characteristics of Earth's layers, including a detailed exploration of volcanic, tectonic and seismic activity.

Year 4 Autumn

Interconnected World

This essential skills and knowledge project teaches children about compass points and four and six-figure grid references. They learn about the tropics and the countries, climates and culture of North and South America. Children identify physical features in the United Kingdom and learn about the National Rail and canal networks. They conduct an enquiry to prove a hypothesis, gathering data from maps and surveys before drawing conclusions.

Year 4 Spring

Misty Mountain, Winding River

This project teaches children about the characteristics and features of rivers and mountain ranges around the world, including a detailed exploration of the ecosystems and processes that shape them and the land around them.

Year 5 Autumn

Investigating Our World

This essential skills and knowledge project teaches children about locating map features using a range of methods. They learn about the Prime Meridian, Greenwich Mean Time (GMT), and worldwide time zones and study interconnected climate zones, vegetation belts and biomes. Children learn about human geography and capital cities worldwide before looking at the UK motorway network and settlements. They carry out an enquiry to identify local settlement types.

Year 5 Spring

Sow, Grow and Farm

This project teaches children about the features and characteristics of land use in agricultural regions across the world, including a detailed exploration of significant environmental areas.

Year 6 Autumn

Our Changing World

This essential skills and knowledge project revises the features of Earth, time zones and lines of latitude and longitude to pinpoint places on a map. Children find out more about map scales, grid references, contour lines and map symbols. They learn about climate change and the importance of global trade. Children analyse data and carry out fieldwork to find out about local road safety. They study patterns of human settlements and carry out an enquiry to describe local settlement patterns.

Year 6 Spring

Frozen Kingdoms

This project teaches children about the characteristics and features of polar regions, including the North and South Poles, and includes a detailed exploration of the environmental factors that shape and influence them.