WHITEHILLS PRIMARY SCHOOL. putting children first. GEOGRAPHY POLICY
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1 WHITEHILLS PRIMARY SCHOOL putting children first. GEOGRAPHY POLICY Reviewed and agreed by Governors January
2 Introduction This policy outlines the teaching, organisation and management of the geography taught and learnt at Whitehills Primary School. It reflects the school s values and ethos. The implementation of the policy is the responsibility of all the teaching staff. Rationale We teach geography in order to inspire children to think about their place in the world, their values, their rights and their responsibilities towards other people. We also aim to increase their understanding of the environment and their impact upon it. Geography stimulates curiosity and imagination and we aim to build upon the child s personal geography by developing geographical skills, understanding and knowledge through studying places and themes. Geography encourages children to learn through experience particularly through fieldwork and practical activities. Aims and Objectives Through the teaching of Geography we aim to: Help pupils develop knowledge and understanding of places and themes including patterns and processes. Foster children s sense of wonder at the world around them Help pupils develop a sense of identity through learning about the UK and its relationships with other countries. Develop an informed concern about the future of our planet Enhance children s sense of responsibility of the earth and its inhabitants Teach the skills and knowledge necessary to develop children as geographers Encourage learning through enquiry-based projects and lessons in order to develop children s independent research skills Help children understand how to use a map in a variety of different contexts. Implementation Elements of Geography are delivered to the Reception children, through the Foundation Stage Curriculum (Knowledge & Understanding of the World) and are incorporated into the termly topics. In KS1 & KS2 Geography is taught through planning linked to the new National Curriculum Some elements of Geography are also taught through crosscurricular topics e.g. literacy, history, ICT and role-play. In the Early s Foundation Stage (EYFS) the children explore places, people, communities and the world through their work related to Knowledge and Understanding of the World. Expectations and Key Skills taught: Key Stage 1 Location 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 2
3 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 (e.g. 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 Location 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 landuse 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 3
4 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 and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. 4
5 Whole School Map Through the integrated curriculum, the teaching of the new geography curriculum 2014 is incorporated in topic work. The table below shows when each unit of work is taught. TERM All About Me and My Friends. Van Gogh s Starry Night Traditional Tales From Around The World China The Aliens are Coming! The Natural World Victorian Days Locate Australia Locate India & compare setting Locate China & introduce continents / NESW/ climate Compare China/Asia with Britain/Europe (Double bubble maps) Letter from an alien Where do you live? Walk to a chosen site Sorting photographs into good/bad Describe journey to school and draw a map. Seasons and weather changes. Travel and transport in Victorian times 2 Party Planner Mrs Armitage The Owl and the Pussy Cat Castles All Creatures Great and Small The Seaside Identify and locate on continents and oceans- Plan a route for your vehicle to follow and design a simple map (link to ict beebot) - Seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in Examining the locations of castles Study the geography of their school and its grounds and the key human and physical Comparing and contrasting two localities. The Isle of Coll and Northamptonshire. relation to the Equator and the features of its surrounding 3 Forces and Magnets Early Britons Light Ancient Egyptians Animals including Humans European country France Volcanoes, Earthquakes and Tsunamis (The power of the Earth) Locating Egypt on world map. Landscapes, climate, features (River Nile) France Climate, food, tourism, language, famous cities, physical features, Mediterranean, Name all European countries 4 The Vikings (Viking Day) Sound Chocolate Gambia The Romans Electricity Waste Ed Bus Where did the Vikings come from? (World map) Where else did the Vikings go? Did the Vikings settle in your area? Where cacao trees grow The rain forest Destruction of the rain forest How growing cacao beans affects the lives of people Map work - grid references Where are Africa, Gambia and Banjul situated? (grid references, world map) Settlements in the Gambia How would you get there? 5
6 5 Elizabeth 1 Mysterious The Tudors Materials Fairground The Highwayman Our Place European River Experience The Tudors - Exploration world map Armada European map Discoveries Fairground Name/locate counties, cities, regions and features of UK Understand land use, economic activity etc Our Place Fieldwork to record and explain areas Use 4 figure grid references on OS maps European River Experience Study a region of Europe Contrast to Uganda/source of the Nile understand latitude, longitude 6 The Jenkins at War Jenkins at War Little Ships Mayans (linked with Geography) Body Hamlet Aliens and evolution Lady of Shallot Mini Enterprise - Uganda Our Local Area Location/ knowledge of, Europe and UK. Locate counties, cities and regions of the U.K How We Impact on a Landscape Comparison- South America and Wales Location/ knowledge of the Americas Understand latitude longitude, Equator, hemispheres, tropics What A State! - California How On Earth?- Our World from the International Spacestation A Challenging World Mini Enterprise (invite press) international school link Landscape, tribes, food grown, location and climate. Location/ knowledge of Africa Understand latitude longitude, Equator, hemispheres, tropics Land use, economic activity and trade SEN To overcome any potential barriers to learning in geography, some pupils may require: support to access text, such as through prepared tapes, particularly when working with significant quantities of written materials or at speed help in tasks that require extended writing to communicate their detailed ideas through alternative communication methods, such as the use of ICT or speech to allow pupils to demonstrate their understanding and to maintain their concentration and motivation non-visual means to access sources of information when undertaking geographical enquiry. In assessment: when judgments are required, these should, where appropriate, allow for the provision above Marking This is in line with the schools marking policy. It should be positive and consistent and provide next steps to improve geographical knowledge and understanding. 6
7 Assessment, Records and Monitoring New Symphony assessment sheets were introduced for every child in September 2014 and are being implemented by all staff for each geography unit The Geography Coordinator observes and monitors lessons regularly to ensure the quality of provision. Arrangements for Review This policy has been produced by the Geography Coordinator and agreed by staff and governors and is a reflection of the shared values of the staff. It will be implemented during the Spring Term of It replaces the previous policy. This policy will be reviewed in spring Dated policy reviewed: 22nd January 2015 Reviewed by: G Hillier 7
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