Walworth Primary School Date: April 2016 Revision Due: April 2017 Ref: L.Smith Geography Policy 1
Geography Policy Introduction 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 lives. Taken from National Curriculum for Geography 2014. It is as a result of these observations that the implementation of geography into the primary curriculum is considered to be of great importance. The school policy is developed in accordance with the National Curriculum for Geography. The curriculum aims to promote a sense of enjoyment and fascination in learning about themselves, others and the world around them and to teach the children the importance of their heritage. The school implements the curriculum through discrete geographical teaching, although links with other subjects are encouraged. A copy of the planning for each topic / unit is to be found in the appendix. It is also recognised that geographical teaching may make use of current news items that are relevant to the learning of the subject. Planning for geography ensures that the subject receives its correct time allocation and allows progression over the key stage. The scheme of work will cater for all abilities and will include provision for pupils with special educational needs. Aims We believe that geographical education 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 We believe that children should gain 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. Teaching Methods A variety of methods are to be employed in the teaching of geography, which will afford pupils access to a range of resources. An enquiry approach is to be adopted and pupils will be encouraged to obtain their answers through relevant questions. These may take the form of asking : What is it? Where is it? What is it like? How did it get like this? What connections are there with other places / processes / events? 2
How is the situation / place changing and why? What do people think and feel about this? What impact will this have? Teachers will use a range of techniques: Subject knowledge given by the teacher Use of the local environs for fieldwork Creative activities building models, showing routes. Individual and group enquiry, especially where resources are limited. Use of T.V., DVD and films. Using outside speakers. Visits to places of relevance to the topic, e.g. farm, beach etc. Use of I.C.T. simulations, data handling and use of internet for research. Use of relevant books, pamphlets, leaflets, maps, postcards, atlases, etc. Role play and drama to create empathy. Photographs and satellite images. Breadth and Balance The scheme of work is devised to meet the needs of pupils in the acquisition of geographical skills. It also focuses their attention on the needs of society at differing levels and helps them appreciate the concept of community. The Foundation Stage curriculum provides opportunities to develop geographical vocabulary and experiences through knowledge and understanding of the world. Topics within a year may be place focused e.g. UK, Europe. Sometimes themes may be explored through places e.g. Why are rainforests important? (Looking at the rainforests of South America). The scheme ensures that across the key stages pupils will gain knowledge, understanding and awareness of : o their own local area o a contrasting U.K. locality o a locality in Europe and North or South America. o the themes of rivers and environmental issues o locational knowledge of other places in the world. Fieldwork It is always advisable to base learning on first-hand experience. It is a statutory requirement for geography that pupils undertake fieldwork in the school grounds, surrounding area and local area. Therefore teachers are required to focus attention on the opportunities available in the school grounds, the local area and further afield. This will necessitate the exploration of the world beyond the classroom. These visits will be in line with the school s visits and health and safety policies. All staff are encouraged to organise visits that will enable pupils to extend their knowledge of the world around them. 3
Progression This will be achieved through an enquiry approach to learning and increasing the breadth of study. As pupils progress they will demonstrate: greater accuracy in observation more precision in mapping and language used increased complexity in the amount and quality of information about places greater depth of understanding in the ideas and concepts taught greater appreciation of the range of attitudes and values relating to issues an increasing independence in learning. Differentiation Recognising the different abilities within a class mean that teachers plan at a class, group and individual level. This involves using a range of teaching styles, a variety of resources and matching tasks to pupils needs. Cross-curricular Links Many of the skills necessary to the geographer are based on Numeracy and reinforced through the maths curriculum. Communication skills complement work in literacy as pupils be encouraged to debate ideas and present information in a variety of ways. Many of the ideas and concepts taught overlap with science and will further pupils research, observation, recording and processing skills. I.C.T. can be utilised for the storing and retrieval of information in databases. Access to the Internet will broaden further pupils ability to retrieve information. Geography also fosters the development of tolerance and empathy towards other peoples beliefs and attitudes and encourages an interest in human affairs. Assessment and Recording Teachers allow for assessment to be made during the course of a geography lesson using discussion, question and answer techniques and in encouraging pupils to communicate findings to others. Formal assessment will be carried out in-line with Walworth School s policy and guidelines for Assessment, Recording and Reporting. 4
Walworth Primary School Geography - Long Term Plan Curriculum 2015-2016 Year Term 1 Term 2 Term 3 Class 1 Where is United Kingdom and what is it like? Where in the UK do I live? What is our local area like Why were castles built on hills? Exploring Land Features Lets Plan a Map! Class 2 Class 3 Class 4 Class 5 Class 6 Class 7 Investigate the worlds continents and oceans. Explore the UK Look at the weather around the world. Look at an area of the UK. Look at the weather around the UK. Exploring the UK- name and locate counties and cities of the UK, geographical regions and human/physical features. Will include key topographical features (including hills, mountains, coasts and rivers), and land use patterns; and understand how some of these aspects have changed over time. Use a wide range of geographical sources in order to investigate places and patterns. This will include fieldwork. Geographical Zones of the World locate countries and describe features studied Europe Human & Physical Geography Region in a European Country Europe Human & Physical Geography Region in a European Country Locate the world's countries, with a focus on Europe. Knowledge of the United Kingdom using ordinance survey maps, grid reference Use geographical resources and fieldwork to observe, measure and record human and physical features in a local area Maps, directions, use a compass. Maps, directions, use a compass 1 How do people travel to school? Navigation using N,S,E,W around a map. Contrast with that of a non European country For Example Australia. Look at the weather in Australia. Using maps, atlases and globes. Egypt on a map. Use eight points of a compass, four figure grid references, symbols and keys to build up knowledge of the United Kingdom and the world. This will include fieldwork. Learn names, locations and features of European countries and capitals. Link to history topic Vikings. Local Area Local Area Locate the world's countries, with focus on North and South America and countries of particular interest to
Class 8 Class 9 What is the landscape like? Why are Japanese houses so tightly packed together? What is Japan like in terms of settlement patterns, food consumption and crops grown? What causes earthquakes? What are the effects of earthquakes on the landscape and the population? What are the effects of volcanoes on the landscape and the population Locate the geographic zones of the world. Understand the significance of the geographic zones of the world. - physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes. The water cycle Physical Geography (Volcanoes, earthquakes, water cycle) To use ordinance survey maps to plot the route Cuthbert s coffin took. To use co-ordinates to locate places mentioned in class novel on a map Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Use the eight points of a compass, four-figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build knowledge of the United Kingdom and the world. Use a wide range of geographical sources in order to investigate places and patterns. pupils. Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle. Understand geographical similarities and differences through the study of the human and physical geography of a region or area within North or South America. Climate and climate change What are the causes of global warming? What are it s effects. How might our coast line change in the coming century. What can we do to prevent further damage? Locate the world's countries, with focus on North and South America and countries of particular interest. 2