HOLY CROSS CATHOLIC PRIMARY SCHOOL Geography Policy Date Implemented Jan 17 Review Date Jan 22 Mission Statement Holy Cross Primary School is a Catholic School. We seek to provide a broad, balanced Christian education which aims to help each child develop their full potential. We are a worshipping community which recognises the uniqueness of the individual and aims to promote the Gospel values of love and respect for God and one another. We open ourselves to others and respect their ways of thinking and living. The school encourages effective communication and good relationships with home, parish and wider community.
What is Geography in Key Stage 1 and 2? Geography is about inspiring in pupils a curiosity and fascination about the world and its people. Pupils will be equipped 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 understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments, is deepened. 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. Why do we teach Geography? 1. To stimulate children s interest in their surroundings and in the variety of physical and human conditions on the Earth s surface. 2. To foster their sense of wonder at the beauty of the world around them. 3. To help them develop an informed concern about the quality of the environment and the future of the human habitat. 4. To enhance their sense of responsibility for the care of the Earth and it s people. Objectives Geography is essentially a way of looking at the world rather than a series of building blocks of knowledge about the world. (Blyth and Krause) 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. We achieve these aims by: 1. Stimulating an interest in and concern for their physical environment and human conditions in the world. 2. Helping pupils develop geographical knowledge and understanding through the framework provided by the National Curriculum Programme of Study. 3. Nurturing a sense of identity through learning about their locality, the United Kingdom and its relationships with other countries. Also, to understand and respect people and cultures regardless of race, gender and disability. 4. Developing the skills necessary for geographical enquiry. 5. Enabling children to have equal access to the curriculum regardless of their race, gender or disability. Organisation A range of teaching styles will be used, but geography will be recognised in the curriculum by: 1. Its investigative approach. 2. Presentation to the whole class. 3. Fieldwork study of the locality and other United Kingdom localities. 4. Use of books, leaflets, maps, atlases and other visual resources from WLRS. 5. Use of the Internet, DVDs, CD-Rom, Cameras and Digital Recording Devices. 6. Questions and answers. 7. Individual and group enquiry.
8. Creative activities (e.g. model making). All teaching ensures that GEOGRAPHICAL ENQUIRY AND SKILLS are used when developing KNOWLEDGE AND UNDERSTANDING OF PLACES, PATTERNS AND PROCESSES, and ENVIRONMENTAL CHANGE AND SUSTAINABLE DEVELOPMENT. Also THE KNOWLEDGE SKILLS AND UNDERSTANDING through the study of two localities and three themes. Teaching and Learning Geography can be taught as a separate subject, discrete units of work or integrated within topic work, depending on the unit being covered or the individual teaching. Methods of teaching employed will also depend on the above, but may include, whole class teaching, individual and/or group work. Education for Sustainable Development We recognise that Geography plays a significant part in promoting education for sustainable development through:- developing pupils knowledge and understanding of the concepts of sustainable development, such as interdependence, quality of life, global development, resource use, and diversity and the skills to act upon this developing pupils skills of critical enquiry and an ability to handle and interpret information. Assessment and Monitoring of Progression Key stage 1 Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. 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: o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather o 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. Key stage 2 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. 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. In lower Key Stage 2, progression in learning will be assessed as children are able to; Explain the physical and human characteristics of places and their similarities and differences. Know the location of key places in the United Kingdom, Europe and the world. Explain patterns of physical and human features. Describe how people can affect the environment and explain the different views held by people about environmental change Undertake geographical investigations by asking and responding to questions and using a range of geographical enquiry skills, resources and expressing their own ideas and observations. Learning at upper Key Stage 2 is characterised by pupils demonstrating that they have studied a wide range of places and environments in different parts of the world, and showing the following attributes in their work: Drawing on their own experience and on secondary sources provided to identify geographical questions, recognise and explain the views and opinions of others, follow a structured sequence of enquiry and present a consistent geographical argument. (geographical enquiry) Becoming aware of and selecting a range of appropriate skills and techniques, and demonstrating competence in using the skills. Knowing the location and context of a wide range of places they study and other significant places at a range of scales in UK, Europe and the wider world. (Location and context) Describing the physical and human features of a range of places studied and being aware of how physical and human processes interact to produce the distinctive characteristics of these places. (Features and character) Drawing out similarities and differences between places and recognising the different ways in which places are interdependent. (Contrasts and relationships) Describing and explaining patterns and relating these to the location and character of places and environments in different parts of the world. (Patterns)
Identifying, describing and explaining selected physical and human processes and the way in which they affect places and environments and can cause change. (Processes) Describing and explaining a range of examples of environmental change. (Environmental change and management) Beginning to understand how and why people seek sustainable solutions to environmental, economic and social problems. (Sustainable development) Achievement will be evaluated on the basis of whether the pupils are learning to their full capabilities. Monitoring will be undertaken in the following ways; 1. Analysing the pupils work 2. Talking with the pupils 3. Lesson observations 4. Talking with teachers and looking at short and medium term plans. Spiritual, Moral, Social and Cultural Development We offer children in our school many opportunities to examine the fundamental questions in life through the medium of geography. We encourage the children to reflect on the impact of humankind on our world and we introduce the concept of Eco Warriors in relation to sustainable development. Through teaching about contrasting localities, we enable the children to learn about inequality and injustice in the world. We help children to develop their knowledge and understanding of different cultures so that they learn to avoid stereotyping other people and acquire a positive attitude towards others. We help contribute to the children s social development by teaching them about how society works to resolve difficult issues of economic development. Geography contributes to the children s appreciation of what is right and wrong by raising many moral questions during the programme of study. Learning across the Curriculum Geography can make an important contribution and offer a stimulating context for the development of pupils literacy and numeracy skills. In history and RE, Geographical knowledge is essential in order to place events and themes in context. The enquiry approach is common to the Humanities subjects. At School we promote learning in the following areas of the curriculum through geography, as recommended in the Geography National Curriculum (2000), pages 8 & 9:- Key skills: including communication; application of number; IT; Working with others; improving own learning and performance; Problem solving. Education for Sustainable Development; Pupils spiritual, moral, social and cultural development; Citizenship; Thinking skills, particularly geographical enquiry and helping pupils to evaluate information and reflect on their own work.
The Geography National Curriculum provides a range of examples of ways in which geography promotes these aspects. At Holy Cross, we seek to develop learning across the curriculum through geography wherever opportunities arise. Special Needs Geography work is differentiated by outcome and by the breadth of the work and materials provided by the teacher. The complexity of the task is decided by the classroom teacher. Equal Opportunities In line with our Equal Opportunities Policy we are committed to providing a teaching environment conducive to learning. Each child is valued, respected and challenged regardless of race, gender, religion, social background, culture or disability. Resources Most resources are year based. Each classroom has a globe, a class set of atlases, a world map and an interactive whiteboard with Internet access. Every class has access to a school set of IPads. At Holy Cross, we also have access to a variety of both visual resources and multi cultural resources provided by WLRS.