CONTACT US

0161 766 2121

Welcome to Our Website! Click to scroll down

Geography 

At Sunny Bank Primary school, we aim to 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.

 The National Curriculum for Geography aims to ensure that all pupils:

  1. 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
  2. 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
  3. 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.

 

Geography is used as a topic focus or a driver for the term but we also aim to ensure that it is integrated into other areas of the curriculum and the basic skills are taught throughout the year through cross curricular work.

 EYFS

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. The most relevant early years outcomes for geography are taken from the area of learning: Understanding the World.

People and communities

  • To talk about past and present events in their own lives and in the lives of family members.
  • To know about similarities and differences between themselves and others, and among families, communities and traditions.

The World

  • To look closely at similarities, differences, patterns and change.
  • To know about similarities and differences in relation to places, objects, materials and living things.
  • Talk about the features of their own immediate environment and how environments might differ from one another. 

Key Stage One

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 7 continents and 5 oceans
  • name, locate and identify characteristics of the 4 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:
    • 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 [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 Two

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 in 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 8 points of a compass, 4- and 6-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

The Learning Challenge concept is built around the principle of greater children’s involvement with the work using a variety of different teaching methods. The concept requires deep thinking and encourages learners to work using a question as the starting point. Learning Challenges then link directly to the Geography knowledge, skills and understanding to ensure that learning is progressive and continuous.

In designing the curriculum, our class teachers and children use a prime learning challenge, expressed as a question-led approach to learning. Engagement in learning is encouraged through a ‘Wow’ moment - a starting lesson that sparks curiosity and creates memorable and exciting events which have a positive impact on the children and their learning. In addition to the relevant skills to be taught, opportunities are identified for English (reading, writing and oracy), Maths and Computing. These are weaved throughout each Learning Challenge to ensure all children know the audience and/or purpose for their work and are using Computing to research and/or present their work. In addition to these, opportunities for learning outside the classroom are planned for as much as possible including using the local environment and other visits linked to curriculum areas.