Geography Purpose 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. Attainment Target By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. Enrichment opportunities Year 3: Year 4: Trip to Totton Trips to Stubbington, New Forest and Southampton Year 5: Lepe beach trip linked to coastlines topic
Objective Coverage across Key Stage Year Group Objective Mode of delivery Promotion of Literacy and Maths 3 Locational knowledge 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; understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom types of settlement and land use, economic activity 4 Locational knowledge locate the world s countries, using maps to focus on South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities name and locate 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 understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North or South America physical geography, including: climate zones human geography, including: types of settlement and land use, economic activity
5 Locational knowledge locate the world s countries, using maps to focus on North America (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Identify the significance of the Prime/Greenwich Meridian and time zones (including day and night) Geographical skills and fieldwork o physical geography, including: rivers, and the water cycle o human geography, including: types of settlement and land use, economic activity including trade links, 6 Locational knowledge locate the world s countries, using maps to focus on Europe (including the location of Russia) concentrating on their environmental regions, key physical and human characteristics, countries, and major cities identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, understand geographical similarities and differences through the study of human and physical geography in a European country. o physical geography, including: climate zones, biomes and vegetation belts, mountains, volcanoes and earthquakes, o 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 Please note: For Geographical skills and fieldwork objectives to be covered see Skills progression document. Persuasive writing linked to Lepe beach visit Data handling questionnaire and graph skills linked to Lepe beach Egyptian myth story writing
Skill Progression across Key Stage Skill area Year group Geographical enquiry 3 Own locality Raise questions about their own locality. 4 Comparative study Raise and consider comparative questions. 5 Effect and Impact Raise and consider questions which take into account the affect and impact of human and physical characteristics on a place. Analyse and evaluate geographical data and information. 6 Higher order questions Re-evaluate questions and opinions as knowledge is gained. Draw on their own experience and secondary sources to identify geographical questions. Investigating sources Knowledge & understanding of places and patterns Secondary sources pictures / photos/ stories / simple observations. Collect primary evidence from the local area e.g. shops, roads. Pupils describe simple physical and human features of places, and recognise and make observations about those features that give places their character. They show an awareness of places beyond their own locality. Primary and secondary sources observations are backed up with evidence and explanation. Pupils describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features. Range of primary and secondary sources. Comparing and contrasting between various sources. Using more specific subject vocabulary. Pupils recognise and describe physical and human processes. They begin to understand how these can change the features of places, and how these changes affect the lives and activities of people living there. Range of primary and secondary sources. Applying knowledge to new areas. Able to analyse and evaluate more independently. Using more specific subject vocabulary. Pupils recognise and describe physical and human processes, and patterns. They begin to understand how these can change the features of places, and how these changes affect the lives and activities of people living there. Environmental change and sustainable development Pupils express views on the environment of a locality and recognise how people affect the environment. Pupils offer reasons for some of their observations and for their views and judgements about places and environments. They recognise how people seek to improve and sustain environments. Pupils understand how people can both improve and damage the environment. They explain their own views and the views that other people hold about an environmental change. Pupils suggest explanations for the ways in which physical activities cause changes to the environment and the different views people hold about them. They recognise how people try to manage environments sustainably. Map work Birds eye view using symbols. Identify where they live on a map local/national / international. UK map locating countries World map finding India OS Maps & Grid references (4-fig.) Able to use co-ordinates and grid references on a local map. Able to confidently use the four main compass points to identify the location of key features. Using atlases, globes, OS maps and internet maps (Google maps) at a range of scales. Identify different types of beaches using symbols and keys on Ordnance Survey maps. Identify coastal features using maps, atlases and photographs To find distances between places on a map using scales. Using atlases, globes, OS maps and internet maps (Google maps) at a range of scales. Use symbols on an Ordnance Survey map Identify the eight points of the compass and use a compass to orientate themselves/follow a route Identify time differences around the world Use six-figure grid references Communicating findings (Present) Describe what a place is like. Explain findings to a classmate. Communicate in different ways pictures, writing, charts. Communicate findings in a range of ways pictures, writing, charts, diagrams. Present findings to a familiar audience. Communicate in ways appropriate to task and audience, creating a sense of place e.g. use questionnaires, charts, graphs to show results, persuasive writing to local council, write views to local paper, show information on map overlays. Communicate in ways appropriate to task and audience. Explain findings to those further a field and to an expert audience. E.g. use email to exchange information about locality with another school. Fieldwork (Observe, measure, record) Tallies Traffic surveys Photos of features Use simple field sketches and diagrams. Dictaphones Photos to show impact surveys Use and create more detailed field sketches and diagrams. Land use photos/maps Questionnaires and surveys and graphs. Field sketches should show understanding of pattern/ movement/ change. Use of ICT to gain evidence. Select a range of equipment for collecting data.