Geography

 

Intent:

It is our intent that the Geography curriculum at Peover Superior Primary School should inspire and enthuse our pupils by encouraging them to be curious and fascinated learners about the ever-changing world around them. We want them to explore the diversities which exist in our world relating to both people and place and that the knowledge and skills they gain from our curriculum are retained and will remain with them for the rest of their lives. 

As pupils progress throughout the curriculum they will retain relative knowledge about the world they live in and how human and physical features are changing and adapting. They will understand the impact humans have on the Earth and explore local and international issues to protect and preserve the Earth as they understand how fragile it can be. The children will understand their place in the world beginning with their locality and extending this to the rest of the world.

The pupils will have a range of fieldwork opportunities both in their local area and beyond to spark their enthusiasm and to allow them to apply their geographical language, knowledge and skills. It will allow them to practically and confidently explain how the Earths features at different scales are shaped, interconnected and change overtime.

The structure of our curriculum aims to equip pupils with the relative knowledge and skills outlined in the National Curriculum via an integrative and holistic approach. The lessons are taught through creative and stimulating sessions which provide opportunities to bridge back and activate prior learning from previous lessons and previous years to ensure their knowledge is secure, deepened and retained. 

Design:
Our curriculum is designed to:

  • Encourage our pupils to work as geographers through the use of regular fieldwork activities and visits.
  • Understand their place in the world and be secure with their locality, progressing to the wider world.
  • To learn and explicitly use relevant vocabulary to describe the relationship between human and physical features, their local area and beyond and natural changes that happen over time.
  • To understand chronology of natural and human features and the impact this has on the Earths structure.
  • Make links and comparisons with areas both in the UK and around the world through various case studies.
  • Have secure map skills at a range of levels which they use to read, plan and follow whilst also locating areas and routes.

EYFS:

During their year in Early Years the children are provided with a range of opportunities to explore, observe and discover all about the people, places and cultures in their local environment.  There will be opportunities for them to explore both the past and present of their locality and focus on a range of elements of the natural world through role play and going outside in the school grounds and surrounding areas. Children will explore the features of their own immediate environment with a focus on their homes and school and how they vary from one to another. Throughout Early Years they will build comparison skills and use these to compare locations, people, materials and living things. The aim of Early Years is to develop enthusiastic, inquisitive and excited learners who are aware of their place in the world they live in which forms the foundations of their Geography journey as they progress through school.

 

Key Stage 1:

Locational and place Knowledge:

During the two years pupils will begin exploring their local area beginning with where they are in the world in relation to their school and homes. Throughout their time in KS1 they will broaden this knowledge to the rest of the UK through being able to name and locate the 7 continents and 5 oceans. They will have detailed knowledge of the countries which form the UK, with a focused case study on London when exploring the Great Fire in 1066. The main focus of their geographical enquiries will be their local area, Peover, through developing a secure understanding of the human and physical features of their locality and how these are interconnected with one another.

They will also develop their investigation, comparison and observational skills through a case study of a non-contrasting European country. The focus being the exploration of Kandy in Sri Lanka. They will address common misconceptions surrounding the country and its climate with a focus on the population, jobs and transport issues whilst simultaneously linking back to their local area, Peover. While comparing locations they will develop a secure understanding of differing vocabulary such as festival, palace and pilgrim to deepen their understanding of this contrasting location further.

Human and Physical Geography:

Over the two years in KS1 children will begin to understand the difference between human and physical features and how they are interconnected with one another. It will support them with their understanding of location and place as they recognise features which are found in specific areas and use these to identify where they are in the world. They will explore the terms weather and climate and understand the difference between the two and use this knowledge to identify seasonal and daily weather patterns in the UK and hot and cold areas in the world in relation to the equator. Through this they will develop secure human and physical geographical vocabulary such as beach, cliff, vegetation, town, village and port.

Geographical Skills and Fieldwork:

Every term in KS1 the children will have opportunities to learn outside the classroom and develop strong geographical skills such as map reading and drawing, compass skills and recognising human and physical landmarks across a range of areas

Through developing a secure understanding of their school, Peover and Knutsford via trips and visits the children have opportunities to practically use their map skills. They will read, create and follow maps, create simple keys and use directional language such as near, far, left and right. Children will have access to ariel photographs of their local area and contrasting locations to explore similarities and differences within the world to secure their knowledge of place.

Both inside and outside the classroom the children will develop their geographical thinking, questioning and data collection skills as they will gather information through the use of surveys and questionnaires to broaden their concept of their local area and local issues, one of which is traffic and transport.

The aims for the KS1 curriculum is to provide the children with a secure sense of their locality, where they are in relation to the rest of England, the UK and the world beyond to form the foundations for further learning in KS2.

 

Lower Key Stage 2:

Locational and place Knowledge:

During their two years in Lower Key Stage 2 the children continue to build on their understanding of their local area. They develop in-depth map skills including 4 and 6 figure grid references to locate human and physical features in Peover. They will complete a detailed study of the local area, settlements around their locality and explore the changes to the physical features over time including the Peover Eye and surrounding brooks. They will explore the regions of the UK with a focus on Keswick in the Lake District whilst comparing this to their locality throughout. During this study they will explore flood defences, river vocabulary and deepen their understanding of how rivers are formed and the effect they have on the physical landscape of an area.   Children will build on their understanding of the world through the use of atlases to identify countries, continents and oceans with a main focus on Non-European countries in Cycle A and Europe during Cycle B. During this time they will develop secure use of geographical vocabulary such as mountains, hills, rivers and meanders.

 

Human and Physical Geography:

The main focus during Cycle A will be water and the impact it has on areas. This will be explored through understanding the water cycle and where water comes from, exploring how a river is made and how geographical processes such as erosion change landscapes overtime. They will focus on the Peover Eye, the Nile and throughout their History lessons they will explore the effect of trade, settlements and land use near rivers. Throughout Cycle B the focus will be human geography with a focus on settlements and transport and the changes to homes over time. This will be whilst exploring Greece and the impact the Greeks had on architecture. They will also complete an in-depth study of Italy and the effect the earthquakes and volcanoes had on Pompeii. They will understand how they are formed, why they happen and where in the world they are most common.

Geographical Skills and Fieldwork:

During their time in Lower Key Stage 2 they will use maps, atlases and globes to read maps for a range of areas. They deepen their understanding of compass points from 4 to 8 points and begin exploring 4 and 6 figure grid references to build their knowledge of the United Kingdom and the wider world. Through trips to their local area they will develop skills of observing, measuring and recording data from their water study and deepen their sketching skills to plan and follow maps. Whilst learning from their environment children will also begin to use digital technologies such as iPads, BeeBots and mapping applications to support their learning.

 

Upper Key Stage 2:

Locational and place Knowledge:

Throughout their learning journey up to this point the children should enter Upper Key Stage 2 with a secure understanding of where they are in their locality. They have some understanding of where they are in relation to other countries both European and Non-European. They begin each cycle with a reference to where they are in the world in relation to the hemispheres, tropical zones and begin mapping where a range of countries and capitals are on a map. They begin to understand where they are in space and begin exploring biomes and vegetation belts in relation to location. During each cycle they will focus on either South or North America through case studies to explore both human and physical features of these areas. They will explore the Caribbean during their study of the North and Lima and Lake Titicaca during the South.  With focuses on the oceans, surrounding countries and the exploring the rainforest. They be able to confidently and securely use language such as time zones, hemisphere, longitude, latitude, Equator and Arctic Circle to define the location of areas explored. They will constantly be referring back to other familiar areas to deepen their understanding further of the Earth and its foundations. They will also understand the importance and fragility of the world in relation to global warming and discuss and explore local and global issues around this in reference to the sea levels, sustainability of rainforests and the impact people such as David Attenborough and Greta Thunburg have on the Earth.

Human and Physical Geography:

During their time in Upper Key Stage 2 the children will develop a secure understanding on hot and cold countries and the impact the location has on vegetation and habitats. They will explore ecosystems on land and the sea including the rainforest and the coral reef. They will understand the importance of these areas to the wildlife that live in them but also to the habitants of the local areas. They will understand the impact humans have on these areas and ways they can affect the sustainability of the planet. They will understand trade links between countries and how natural resources are distributed around the world.

Geographical Skills and Fieldwork:

During their time in Upper Key Stage 2 they will be secure using maps, atlases and globes to read maps for a range of areas. They will be secure with the 8 points on the compass and using 4 and 6 figure grid references to demonstrate their understanding of the United Kingdom and the wider world.  Whilst learning from their environment children will also become secure using digital technologies such as iPads, BeeBots and mapping applications to support their learning. During these two years the children will continue to visit their local area to use their observational, measurement and data collection skills and will venture further afield to deepen these by visiting areas such as Manchester and Liverpool.