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Geography

Geography at Norfolk Community Primary School

Norfolk Community Primary School Curriculum Drivers

Sequencing of Content

 

Our Geography Overview ensures that pre-requisite knowledge is considered and linked to new learning. A range of concepts are taught across phases, giving opportunity to deepen understanding throughout. Local geography is heavily considered.

All year groups study Geography twice a year as the lead subject and links are also made within other units of work where appropriate.

The sequence has been carefully mapped to ensure concepts build upon one another e.g. Year 5 pupils learn about Rivers after the Y4 Science work focussing on the water cycle.

Big ideas

 

  • Globally significant places
  • Define physical and human characteristics
  • Spatial variation
  • Change over time
  • Collect, analyse and interpret geographical data
  • Interpret geographical sources
  • Communicate geographical understanding

 

Inspired – images, videos and real-life experiences will show the children the beauty of geography. The efforts of people like Greta Thumberg to improve our world will be recognised and shared. Children will be passionate about the world they live in.

Articulate-  stories of children’s experiences of geography will be communicated clearly; they will be taught precise, technical vocabulary and they will apply this to debate about big issues in geography.

Ambitious – learning journeys won’t shy away from the difficult conversations. Geography lessons will make sure that children understand, in depth, different cultures and civilisations in the world and how trade and climate change will affect the world.

Curious – children will ask questions about the world they live in. They will want to know how human geography has been affected in their locality by studying the local area. Likewise, they will want to know more about contrasting areas around the world.

Deepening Concepts

 

Substantive geographical concepts are deepened, such as:

 

Settlement – KS1 Seaside, KS1 Australia, LKS2 Berlin

 

Change – LKS2 Compare Sheffield and Berlin, LKS2 Tremors (Pompeii), UKS2 Mexico

 

Human geography – KS1 Wriggle and Crawl, LKS2 Berlin, UKS2, The United Kingdom


Physical geography – KS1 Enchanted Woodland, LKS2 Mountains and Volcanoes, UKS2 Rivers

Maps and Atlases – KS1 Scented Garden, LKS2 Urban Pioneers, UKS2 Frozen Kingdom

Retrieval Practice

 

Children take part in regular mini-quizzes and retrieval activities to strengthen their memory.

 

Knowledge organisers and concept maps are used to regularly revisit concepts and make connections.

 

Remembering information and knowledge is celebrated and is part of the Norfolk Community Primary School culture.

Excited – children will have opportunities to experience geography first-hand. They will study our local area and attend trips to geographically significant places. Learning journeys will explore the marvel of our world!

Knowledgeable – geographical knowledge will be shared with pupils throughout the teaching process. Children will learn about diverse places, people, resources and natural and human environments.

Empathetic – Knowing about the world to deepen their understanding of the interaction between physical and human processes will help children to become more responsible citizens.

Reflective – children will have opportunities to reflect on various aspects of human geography, including: types of settlement and land use, economic activity and the distribution of natural resources.

Geography Whole School Coverage

 

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Maps and routes

Plants and animals around the world

Volcanoes and earthquakes

Mountains

Rivers

The UK

Continents and oceans of the world

Comparing Australia and the UK

Comparing Sheffield and Berlin

North America

Mexico

The polar regions

We have a Curriculum Leader who will deliver training on curriculum design across the school.

History and Geography form an important part of our curriculum. We follow the National curriculum and embrace a broad-spectrum of stimulating topics. As a school we aim to inspire curiosity and fascination about Britain and the wider world and wholly develop each child's geographical and historical skills, understanding and knowledge choosing a wide range of primary and secondary sources. Consequently, our lessons are well planned, highly engaging and challenge all abilities where children are encouraged to engage in meaningful discussions using appropriate vocabulary. Other curriculum areas are incorporated into learning to ensure high levels of motivation and interest from the children.

We teach a knowledge engaged curriculum that is ambitious and designed to give all learners the skills needed to succeed in life. We teach through Topics (through Literacy where links can be made) as opposed to themes. If a subject does not link it is taught as a standalone.

Geography topics are the main focus for two other half terms, with one prioritising a physical process and the other featuring more human geography. Children learn about the locality, Britain and the wider world, progressively enhancing their locational and place knowledge.

Geography overview

 

Purpose of study

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 their lives. Teaching should 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.

 

Aims

The national curriculum for geography aims to ensure that all pupils:

  • 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.
  • 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.
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Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

 

Subject content

Key stage 1

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 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.

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 2

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 within 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 eight points of a compass, four and six-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. 
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