Geography

Our Geography Subject Leader
is Mr Dodd

Our Geography Link Governor
is Mrs Wells

Geography in Key Stage 1

Geography is learning lots of exciting things about the world, the United Kingdom and my local area. I will be given the opportunity to name and locate the world’s seven continents and five oceans. I will also be able to name, locate and identify the four countries and capital cities of the United Kingdom and its surrounding seas. I am given the opportunity to study the similarities and differences between a small area of the United Kingdom, and a small area in a non-European country.

I will be able 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. I will use simple compass directions (North, South, East and West) and be able to describe the location of other features and routes on a map. I will learn to draw a simple map and use my fieldwork and observational skills to study the geography of our school and its grounds, and identify what makes the surrounding environment so special.

Geography in Key Stage 2

Geography is learning about the location and characteristics of a range of the world’s most significant human and physical features. I am given the opportunity to develop my geographical knowledge and understanding through research, observation, measurement, recording and presentation.

I will develop skills to enhance my knowledge of my local area and my location in the world, including Europe, North and South America. I will locate the world’s countries, using maps to focus on Europe and North and South America. I will be able to name and locate counties and cities of the United Kingdom, and other notable features including hills, mountains, coasts and rivers. I will identify the position of the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, and Arctic and Antarctic Circles on a world map.

I will be given the opportunity to study a region of the United Kingdom, a region in a European country, and a region within North or South America. In Physical Geography, I will look at climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. In Human Geography, I will look at types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

I will be given the opportunity to use maps, atlases, globes and computer mapping to locate countries around the world. I will also use the eight points of a compass, four and six-figure grid references, symbols and keys to build my knowledge of the United Kingdom and the wider world. I will use my fieldwork skills to observe, measure, record and present the human and physical features in my local area using a range of methods, including sketch maps and graphs.

Intent, Implementation & Impact Statement

Below is a link to our Intent, Implementation and Impact Statement for Geography. This document outlines, for Geography at Great Finborough Church Primary School, our aims and vision (Intent), our approach to planning, delivery, assessment and enrichment (Implementation) and what we want our children to have achieved and experienced by the time they leave us in Year 6 (Impact).

Intent, Implementation & Impact Statement (Geography)

Breadth of Study Map

Below is a link to our breadth of study map for Geography.

The breadth of study map ensures that every child receives their full curriculum entitlement as they progress through the school.

We plan and deliver our curriculum on a three year cycle of learning (Cycle A, Cycle B & Cycle C).

Breadth of Study Map (Geography)

Key Skills Progression Plan

As part of our ongoing curriculum development work, our subject leaders are preparing detailed skills development documents for every subject. This term (Autumn 2021), as part of our school development work, the subject leaders are developing and trialling these skills progression documents for the subjects and topics being delivered this term. These will be published soon.

Our curriculum begins in the Early Years Foundation Stage. As part of the process of developing the skills progression documents, we have met as a staff team and carefully considered the prerequisite skills required for our EYFS (Early Years Foundation Stage) children to be ready to access the National Curriculum at the beginning of Year 1. These prerequisite skills can be found by clicking on the link below.

Learning Links in the EYFS (Geography)

Curriculum Milestones and Assesssments

Below are the links to our Curriculum Milestones for each year group. These documents outline what we expect our children to achieve in Geography at the end of each year.

Each area of the Curriculum Milestones links to the Geography curriculum..

Children achieve at a ‘Basic Level’, the Expected Level’, or a ‘Deep Level’. Curriculum Milestones are used as our assessment and tracking tool in Geography.

Cycle A
Geography Milestone Year 1
Geography Milestone Year 2
Geography Milestone Year 3
Geography Milestone Year 4
Geography Milestone Year 5
Geography Milestone Year 6

Cycle B
Geography Milestone Year 1
Geography Milestone Year 2
Geography Milestone Year 3
Geography Milestone Year 4
Geography Milestone Year 5
Geography Milestone Year 6

Cycle C
Geography Milestone Year 1
Geography Milestone Year 2
Geography Milestone Year 3
Geography Milestone Year 4
Geography Milestone Year 5
Geography Milestone Year 6

Living & Fulfilling our Christian Vision in Design Technology’

Rooted in Faith; Enriching Young Minds

‘Still other seed fell on good soil, where it produced a crop- a hundred, sixty or thirty times what was sown.’

(Matthew 13 Verse 8)

Our parents and carers entrust us with the most precious of gifts in their lives- their children. It is our responsibility to take this most precious of seed and provide them with the best opportunity to grow as individuals and to learn how to contribute to the wider communities they belong to.

We believe that a broad and balanced curriculum, and the daily life and work of our school, provides the deep and fertile soil. This is needed by our pupils, the seeds, to enable them to put down roots for stability, warmth for support and nutrients (knowledge and skills) to flourish.

As the early shoots of growth begin to appear, the individuals in our care not only need a fertile soil but also need the right additional conditions to truly reach their full potential and to prepare them to fulfill their life in the wider world to which they belong. This enrichment is provided through a curriculum where first-hand and real life experiences and opportunities are at its heart. This enrichment enables our children to learn, develop, retain and apply their newly learned knowledge and skills from, and to, the world around them.

By the end of their journey with us, if we have been successful, our seeds will have grown in to strong, flourishing and caring individuals ready for their next stage of learning and will increasingly use their strength, knowledge, skills and love to support and benefit others to flourish- If achieved, this will in time produces a crop greater than that which was originally sown.