Geography

 

The teaching of Geography within Devonshire Primary Academy is concerned with the study of places, the human and physical process which shape them and the people who live within them. It enables pupils to make sense of their surroundings and the wider world.

Through discussion children can be encouraged to explore and observe; and in due course be able to question “why has a large settlement developed here? Answers to questions such as these will promote the beginning of decision making.

 

We strive to help our children develop lively and enquiring minds. We aim to reach geographic skills and knowledge by building on their natural curiosity.

 

 

 

The aim in our Geography curriculum is to:

 

To develop children’s spatial awareness through a growing range of enquiry skills, knowledge and understand of places and of the natural and manmade environments.

 

 

The objectives in our Geography curriculum are:

 

  • To extend children’s awareness of and develop their interest in their surroundings.  Leading to the identification and exploration of features of the local environment.

  • To observe accurately and develop simple skills of enquiry.  In so doing to be aware of the changes taking place in their own locality and in other areas studied.  Through these studies, gaining an appreciation of the ways in which human decisions influence these changes.

  • To gain a perspective in which children can place local, national and international events.

  • To develop a wide range of skills and competencies that are required for geographical enquiry and are applicable to other situations.

  • To gain an understanding of the processes that have produced pattern and variety on the earth ‘s surface and which can bring about change.

  • To become acquainted with a variety of maps, including large-scale maps of their own neighbourhood and to be able to apply simple techniques of map reading and interpretation.

  • To gain familiarity with globes and atlas maps and be able to identify such features as the continents, oceans, countries, cities, highland and lowland, coasts and rivers.

  • To continue to develop language and mathematical skills through studies in geography.

  • To acquire skills in carrying out observations and in collecting, organising, recording and retrieving information as part of an enquiry.

  • To be able to use a variety of source materials to find information out about their own locality and distant places.

  • To be able to communicate their findings and ideas in a variety of modes: writing, pictures, models, diagrams and maps as well as through oral contribution.

  • To help pupils to act more effectively in the environment as individuals and as members of society.

 

Geography Curriculum

Attainment Targets:

 

By the end of each Key stage, pupils are expected to know, apply and understand the matters, skills and process specified in the relevant programmes of study.

 

Key Stage 1

In 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.

 

Key Stage 2- 

In 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.

 

Whole school Geography

Within the summer term the whole school will be taking part in a geography project called “European Day”. Each year group will be given a country to study within their class, to discover and learn about their culture, languages and way of life, and the similarities and differences between the selected country and the United Kingdom. Towards the end of the project  the whole school will come together to celebrate their countries and take part in European Day, where the children will be invited to dress as a child from their culture, taste food and take part in a variety of celebrations.

 

 

 

 

 

 

 

YEAR 1
 AUTUMN 2
Wonderful Weather
(Geography/ Science)
  1. 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
  2. use basic geographical vocabulary to refer to: seasons and weather
 
SUMMER 1
Busy Blackpool
(History/ Geography)
  1. name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
  2. use world maps, atlases and globes to identify the United Kingdom and its countries
  3. 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.
YEAR 2
AUTUMN 2
Great Adventure
(Geography)
  1. name and locate the world’s seven continents and five oceans
  2. 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
  3. use basic geographical vocabulary to refer to:
key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation,
key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
  1. use world maps, atlases and globes to identify the countries, continents and oceans studied at this key stage
  1. 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
SPRING 2
Charlie and the chocolate factory
(Science/Geography)
  1. 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
 
YEAR 3
 
SPRING 1
Go Greek!
(History/Geography)
v  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
v  understand geographical similarities and differences through the study of human and physical geography of a region in a European country
YEAR 4
 
AUTUMN 1
Madagascar
(Geography/ Science)
  1. describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
 
 SUMMER 1
Ancient History
(History/ Geography)
  1. use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  2. 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
YEAR 5
 AUTUMN 1
The Saxons and the Vikings
(History/ Geography)
  1. describe and understand key aspects of:  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
 SPRING 1
One small step
(Science/ Geography)
Geography
  1. 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)
 
SUMMER 2
Wartime
(History/ Geography)
  1. 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
  2. understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom
YEAR 6
AUTUMN 1
Victorian Britain
(History/ Geography)
  1. 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
 SUMMER 1
Mayan mystery
(Geography/ History)
  1. understand geographical similarities and differences through the study of human and physical geography of a region within North or South America