Here at Oasis Academy Putney we aim to deliver the Nation Curriculum through high quality engaging lessons which provoke and provide answers about human and physical aspects of geography and where the children demonstrate understanding of how this shaped our landscapes and environment.
We seek to inspire children with a curiosity and fascination for the world and its people which in turn they will appreciate the diversity of all. Nearer to home, we will provide opportunities to investigate and make enquiries about the local area of London so that they develop a real sense of who they are, their heritage and what makes our home city unique and special.
We are also committed to providing our children with a curriculum of the future where not only are they excited about becoming adult explorers but adults who care and take a responsibility for the human effects on our planet.
We want our children to be excited by Geography both inside and outside the classroom, including Geography fieldtrips where they can put into practice their fieldwork and geographical skills.
The Council for Learning Outside the Classroom indicates that good quality learning outside the classroom adds significant value to young people’s learning. It provides a context for accumulating integrated and subject based knowledge and for developing key skills. Effective learning outside the classroom relies on problem-solving skills, co-operation and interpersonal communication: all essential skills for today’s young people.
Key Stage 1 & 2
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
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Geography is sometimes used as a topic focus for the half term as a key topic (as is History) but we also aim to ensure that it is integrated into other areas of the curriculum and the basic skills are taught throughout the year through cross curricular work.
Our Geography curriculum aims to excite the children and allow them to develop their skills as geographers. The Geography curriculum is planned so that there are opportunities for cross curricular links to be made to ensure the children have occasions where by they can apply their knowledge and understanding. Local heritage and cultural links have also been planned explicitly.
English, Maths and ICT skills are taught during discrete lessons but are revisited in geography so children can apply and embed the skills they have learnt in a purposeful context.
The programmes of study are carefully planned and delivered showing progression, enabling our pupils to develop their own geographical skills and knowledge which can then be transferred to other curriculum areas. Lessons will allow the practical development of skills such as collecting and analysing data, reading maps, atlases, globes, aerial pictures and digital maps.
We plan visits and visitors to provide first-hand experiences for the children to support and develop their learning- often linked to geography. We recognise that to have impact the visits must be clearly linked to geographical knowledge to be acquired and provide the opportunity for children to better understand the knowledge or apply skills.
Knowledge organisers are used to clarify and teach key knowledge and language for the history unit. These also include definitions and maps. The promotion of a language rich Geography curriculum is essential to the successful acquisition of knowledge and understanding in Geography.
Oracy is one of our key curriculum drivers and a language rich curriculum is essential to the successful acquisition of knowledge and understanding in geography. We use dialogic talk techniques to discuss and debate geographical questions. We encourage children to be independent in thought and confident in reasoning, justifying and challenging.
Children will access resources to acquire learning through atlases, text books, maps, digital technology and photographs. This resourcing is supported by links with Heritage England.
A number of our promoted #50 things activities are linked to geographical skills such as ‘go for a nature walk’ or ‘paddle in a stream.’
Outdoor learning opportunities are used where ever possible to support our geography curriculum.
Geography in EYFS
The geography curriculum begins as Understanding of the World which is broken down in to 3 aspects:
People and communities
National Curriculum : 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:
- name and locate the world’s 7 continents and 5 oceans
- name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas
- 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
National Curriculum : 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:
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 in 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 studies
- use the 8 points of a compass, 4- and 6-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
Pupils will know more, remember more and understand more about geography
Pupils will understand and use the key geographical skills
The large majority of pupils will achieve age related expectations in geography
Pupils will understand the geography of their local area.
Pupils will begin to understand their wider world and the implications that we as citizens have on it. Pupils will act as good citizens within their local community.
At Oasis Academy Putney, we use formative assessment to determine pupil’s understanding and inform teachers planning. Geography skill progression documents support this.
Geography is monitored throughout all year groups using a variety of strategies such as subject leader learning walks, book scrutinies and pupil interviews.