Geography

Geography Curriculum

Intent

Central to our Geography curriculum is the importance of children having a sense of connectedness with their own place and the world.  We will ensure that children make connections between the three areas of mapping, physical and human geography and environmental geography underpinned by the SDG themes. Through the study of Geography we want children to develop communication skills and cultural awareness. We want them to understand their responsibility towards the future of the global world. The Sustainable  Development Goals are interwoven through our geographical study as children need to become climate champions. The study of Geography develops critical thought and allows children to look outwards whilst at the same time gaining an understanding of place, space and a sense of identity in the world. We also encourage connections by developing strong international links that are interwoven in the curriculum.

 

Implementation

The three key themes of Geography are mapwork, Human and Physical and Environmental Geography. Each unit starts with mapwork where we look at place and location knowledge , space and scale using google earth to locate different places in the world in relation to our home town of Crook. We will use the word “ place” to recreate a sense of belonging rather than the word “ location”.

We use COJOs as a stimulus for each subject topic.

Children will develop knowledge of human and physical geography and use this information to carry out enquiry based questions based on sustainable development goals. Children will also have the opportunity throughout the block of work to read as a “ Geographer”.

Within our three key themes, the big concepts of Geography will be taught:

  1. Mapwork. The key question throughout mapping is “ Where is Crook in relation to…” to give children an understanding of space and connectedness.
    1. Space
    2. Place
    3. Scale
  1. Physical and Human Geography
    1. Environment
    2. Interconnection
  1. Environmental
    1. Sustainable Development Goals
    2. Sustainability and Change

We will use fieldwork enquiry and critical thought to develop geographical skills. Geography will be delivered each term through a two week unit so that children are given the time and space to master the skills of being a geographer. This approach will allow children to revisit key concepts each term as well as to make connections between geographical concepts..

Each unit will have “sticky Knowledge “ and “ key vocabulary”. This will be shared with children in their books so that they can use them as a point of reference. To support long term memory and to make connections between their learning, children will have a UK and a world map in their books so that they can use them as a reference and add knowledge to them as they progress through the school. Books will be subject specific and will continue with children each year.

 

Key Stage 1

 

AUTUMN

SPRING

SUMMER

YEAR 1

Mapwork: UK map - Crook Focus - create simple map with symbols of school grounds

Human & physical: Features of a Town - Crook

Environmental: SDG3 Why is Crook a good place to live?

Mapwork: World map - continents. 

Focus - Africa, Tanzania

Human & physical: Features of a grassland 

Environmental: SDG15 Is Scar the only threat to Simba?

Mapwork: World map - oceans.

Focus - Asia, Borneo

Human & physical: Features of a rainforest

Environmental: SDG13 What would happen if we cut the rainforest down?

YEAR 2

Mapwork: World map - hot & cold commonwealth countries, north & south pole, equator. 

Focus - Namibia

Human & physical: Features of a desert - Namib

Environmental: SDG13 Why is the world getting hotter?

Mapwork: UK map - North East region, World map - North America, Virginia state 

Focus - simple compass directions of journey

Human & physical: Features of a state compared to a region 

Environmental: SDG8 What opportunities are there for work in the north east?

Mapwork: UK map - countries, capitals, rivers, mountains, landmarks

Focus - create a simple map of the UK

Human & physical: Features of a capital city (London) compared to a city (Newcastle) & town (Crook) & village (Howden le Wear)

Environmental: SDG11 What makes a good city?



Lower Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 3

Mapwork: UK map - island nation, 

population density map

Focus - counties, mountains, rivers, ports, forests

Human & physical: Features of temperate forest environment / forest biome (Hamsterley)

Trade links of the UK, north east shipbuilding

Environmental: SDG9 Why does the world need good transport/trade links?

Mapwork: World map - Countries of South America, 

Focus - Map Amazon route & River Wear route

Human & physical: Features of a river & water cycle - River Amazon & River Wear

Environmental: SDG11 Why do rivers flood?

Mapwork: World  map - countries, significant landmarks, rivers, mountain ranges, capital cities

Focus - map a journey around the world using positional & locational language 

Human & physical: 

Climate zones & trade links around the world

Environmental: SDG15 How could you reduce your carbon footprint?

YEAR 4

Mapwork: Europe map - Locate countries within Europe, cities, mountain ranges, rivers, key landmarks 

Focus - Italy - land use, climate, settlements, economic activity

Human & physical: Features of a volcano, compare land use in a region Lazio to Durham 

Environmental: SDG8 How do we promote sustainable tourism?

Mapwork: World map - countries of Asia

Focus -Himalaya region, climate, countries covered

Human & physical: Features of a mountain & mountain region

Earthquakes

Environmental: SDG6,9&11 

What is the impact of an earthquake on a country?

Mapwork: World  map - Countries of Africa

Focus - Lake Tanganyika & its surrounding countries

Human & physical: 

Features of a freshwater biome

Environmental: SDG11 How is a change in land use threatening the freshwater habitat?

 

Upper Key Stage 2

 

AUTUMN

SPRING

SUMMER

YEAR 5

Mapwork: World map - the globe

Focus - latitude, longitude, tropic, equator, hemispheres,  time zones, greenwich meridian

Human & physical: Features of a water/land ratio, global maps - climatic map linked to global warming, biomes map

Environmental: SDG11 How will global warming impact cities?

Mapwork: World map - Antarctica continent, South Pole - countries of Antarctica

Focus - key features of Antarctica, landmarks, rivers, mountain ranges

Human & physical: Features of a polar/ice sheet biome, Antarctica

Environmental: SDG 13 Why are the icebergs melting? 

Mapwork: World map - Arctic Circle, North Pole - countries of North America continent

Focus - key features of Arctic Circle, landmarks, rivers, mountain ranges

Human & physical: Features of a tundra biome

Environmental: SDG15 How does global warming affect indigenous communities? 

YEAR 6

Mapwork: World map – National Parks of the world

Focus – Lake District National Park, topographical map of the UK

Human & physical: Features of a National Park 

Environmental: SDG 14 &15 How can we protect our world for future generations through sustaining national parks?

Mapwork: World map – Oceans & Seas of the world

Focus – Islands of the world

Human & physical: Features of an aquatic-marine biome

Features of a Tsunami/tidal wave

Tides, currents & links to weather patterns. 

Environmental: SDG14 What is the impact of plastic in our oceans?

Mapwork: World map - Middle East. Focus - countries of the Middle East, trade links, natural resources, biomes 

Human & physical: Natural resources & economic activity

Features of a desert biome

Environmental: SDG12 How can we live sustainably?

 

Impact

Children will have a greater understanding of who they are, where they live and their connection to the world. They will have a strong sense of cultural identity and be open to other countries and cultures and understand how we are interdependent.  

Children will be summatively assessed at the end of each year and be deemed to be working at either age related expectations or not.  Staff will follow our assessment policy using a range of in class assessment strategies to ensure that children have retained key “ sticky” knowledge.

 

Progression of Skills

 
  • Geography Progression of Skills
    Geography Progression of Skills