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Geography

Geography Intent
At St Faith’s, the study of Geography inspires in pupils a curiosity and fascination about the world and its people, and aims to equip children with knowledge about diverse places, people, resources and natural and human environments. The subject enables children to become confident in the application of geographical skills including data collection and analysis following fieldwork, interpretation of maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).

 

Implementation of Geography

We aim to encourage our children to remember knowledge and build on their prior learning by ensuring we carefully consider how knowledge is sequenced. Teachers must understand what pupils must know and be able to do in each subject by the end of each academic year; they must recognise what has come before and what pupils will continue to learn in the next year.

Our curriculum design is based on three main principles:
1) Learning is most effective when spaced rather than blocked.
2) Interleaving helps pupils to discriminate between topics and aids long-term retention. Interleaving is a process where students mix, or interleave, multiple subjects or topics while they study in order to improve their learning.’
3) Retrieval of previously learned content is frequent and regular, which increases both storage and retrieval strength.

Some of our content is subject specific, whilst other content is combined in a cross-curricular approach.

 

Early Years

In the EYFS, the ways in which every child engages with other people and their environment – playing and exploring, active learning, and creating and thinking critically – underpin learning and development across all areas and support the child to remain an effective and motivated learner.

 

Children are taught Geography through the following areas of learning:

 

Understanding the World (World)

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. (ELG)

 

Understanding the World (People and Communities)

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. (ELG)

 

Maths (SSM)

Children use everyday language to talk about position and distance, and to solve problems. (ELG)

 

Key Stage 1

In accordance with the National Curriculum, children are taught to:

 

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.

 

To acquire location knowledge, pupils are taught to:

  • Name and locate the world’s seven continents and five oceans
  • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
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To acquire place knowledge, pupils are taught to:

  • 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
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To acquire human and physical Geography knowledge, pupils are taught to:

  •  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
  • Use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

 

To develop geographical skills and fieldwork, pupils are taught to:

  • 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.

 

In Key Stage 1, Geography is taught through the half termly topics throughout the year, so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school.

At the beginning of each topic, children are able to convey what they know already as well as what they would like to know or find out. This ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.
Cross curricular outcomes in Geography are specifically planned for, with strong links between science, history and maths identified, planned for and utilised. The local community is fully utilised, as appropriate, to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.

 

The distinctive Christian values of respect, compassion, trust, justice, friendship and community are promoted through the experiences we offer to every child, in all areas of the curriculum.

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