Broadoak Primary School

Geography

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• Lead the school staff to develop a clear overarching curriculum intent which drives the ongoing development and improvement of all curriculum subjects.
• Ensure that the curriculum leaders have appropriate time to develop their specific curriculum intent through careful research and development.
• Provide sufficient funding to ensure that implementation is high quality.

• Big picture: Developing a deep knowledge and understanding of different places in the world- starting with the children’s local area in EYFS and Key Stage 1 and building on this
• Retrieval/ overlearning of locational knowledge and geographical skills through quizzes/ ‘Geog your Memory’.
• Learning review: Brief review of learning covered in previous lesson/s.
• Modelling where appropriate
• Specify key vocabulary to be used and its meaning.
• Conduct Geographical enquiry using a variety of sources (eg. Maps, atlases, globes, digital/computer mapping)
• Interpret their findings.
• Communicate their geographical knowledge and understanding appropriately.
• Evaluate their learning by comparing different places in the world that they have studied.
• Learning in class will be supported and extended by the inclusion of educational visits and visitors.==

• A developed understanding of the knowledge and skills of geographers at an age-appropriate level.
• A progression of understanding, with appropriate vocabulary which supports and extends understanding.
• Confidence in discussing geography, their own work and identifying their own strengths and areas for development.
• To be able to recall key aspects of their prior learning
• To articulate with confidence their current learning and understanding
• To know what an accomplished Broadoak Geographer is.

• Understand and articulate the expectations of the curriculum to support teaching and support staff in the delivery.
• Create a curriculum map which ensures appropriate coverage of knowledge, skills and vocabulary.
• Ensure an appropriate progression of knowledge is in place which supports pupils in knowing more and remembering more as geographers.
• Ensure an appropriate progression of geographical skills and knowledge is in place over time so that pupils are supported to be the best geographers they can be, and challenge teachers to support struggling geographers and extend more competent ones.
• Ensure an appropriate progression for vocabulary is in place for each phase of learning, which builds on prior learning.
• Identify geographers who underpin specific areas of the curriculum and raise aspirations for pupils.
• Keep up to date with current geography research and subject development through an appropriate subject body or professional group.==

• Provide appropriate quality equipment for each area of the curriculum (books, globes, atlases).
• Have developed learning walls which include carefully chosen vocabulary and visual aids which children can constantly refer back to in order to support their learning.
• Learning walls will capture evidence over time for identified children.
• Have access to knowledge organisers which children can refer to during lessons.  These are used to prompt upcoming learning and for review.
• Be organised so that pupils can work in small groups or whole class as appropriate to support pupils in their development of their skills.
• Have access in reading corners to texts which are relevant to the current places studied in each year group in order to extend and further engage children in their learning.
• Key texts within English, which are connected to Geography, are used to broaden children’s understanding of different places in the world and their defining human and physical characteristics

• Pupils have had opportunities for practice and refinement of skills.
• Children have had opportunities to revisit prior learning.
• A varied and engaging curriculum which develops locational knowledge and a range of geographical skills.
• Developed and creative final pieces of work which showcase the knowledge and skills learned.
• Clear progression of skills in line with expectations set out in the progression grids.
• Reflections of their learning to demonstrate understanding.
• That pupils, over time, develop a range of skills and techniques across all of the areas of the Geography curriculum.

• Follow the curriculum map and know where the Geography units fits into the whole curriculum.
• Deliver learning from the leaning journeys which have been sequenced to develop knowledge, skills and understanding.
• Teach vocabulary which is essential to support children’s knowledge.
• Personally pursue support for this subject if needed by drawing upon the expertise of the subject leader to develop their subject knowledge and skills gaps prior to teaching.
• Ensure that resources are appropriate, of high quality and are plentiful so that all pupils have the correct tools and materials.

• Motivated because they are challenged by the curriculum which they are provided with.
• Engaged in the learning as the curriculum is delivered in a variety of ways including drama, discussion and use of technology.
• Resilient learners who overcome barriers and understand their own strengths and areas for development.
• Able to competently use a variety of geographical resources (maps/globes/atlases)
• Safe and happy in Geography lessons which give them opportunities to explore and ask questions about the wider world.
• Encouraged and nurtured to overcome any barriers to their learning or self-confidence because feedback is positive and focuses on geographical skills and knowledge.
• Develop geographical skills and confidence over time because of careful planning, focused delivery and time to practice and hone skills.
• Develop empathy and current challenges our planet faces and how this impacts on the lives of others around the world

• Celebrate the successes of pupils through planned displays and achievement assemblies.
• Collate appropriate evidence over time which evidences that pupils know more and remember more.
• Monitor the standards in the Geography to ensure the outcomes are at least expected levels by talking to children, looking at their books, and completing learning walks/drop-ins to assess the extent to which children know more and remember more.
• Provide ongoing CPD support based on the outcomes of subject monitoring to ensure that the impact of the curriculum is wide reaching and positive.
• Keep samples of children’s work in a portfolio which shows the expected level of achievement in each year of the school.

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Children will leave us with a Backpack of knowledge, skills and understanding as detailed below:

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In their Broadoak Backpack for Life,

an accomplished Geographer will…x

• Be curious and passionate about the human and physical geography of the world
• Have an understanding that Geography is the study of connections between people and places
• Be empathetic towards the current changes and challenges our planet faces and how this impacts on the lives of people around the world
• Be able to use subject specific vocabulary to refer to the human and physical geography of different places in the world
• Be able to use geographical skills to enhance their awareness of their locality, The UK and the wider world
• Be inspired to learn more about Geography in their future education

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Whole School

Geography

Curriculum Overview

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Autumn

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The children will talk about what they see in the school environment.

The children will learn that some places are hot and some are cold.

 They will create basics maps linked to the school environment and imaginative maps linked to stories and settings.

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Where is the lonely beast?

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Why don't penguins need to fly?

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Why have we always loved to go to the seaside?

 Year 1 

This unit builds upon the simple fieldwork and observational skills introduced in Reception. During this unit, the children will develop their knowledge and understanding of their local area and they will become increasingly more familiar with using maps. 

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This unit develops children’s knowledge and understanding of hot and cold areas of the world- they learn about their position (in relation to the equator) and how this can impact upon the human and physical features of Antarctica and Africa.  Children will also begin to understand how animals adapt to suit the environment in which they live – the more extreme the environment, the more specialised the adaptation.

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This unit aims to develop children’s understanding of seasonal and daily weather patterns in the UK. Children will also explore the human and physical features of the seaside and they will develop their skills for locating places studied in this year group (the UK and its countries, Europe, Antarctica, Africa).

National Curriculum Objectives:

• name and locate the countries of the UK.
• describe the human and physical features of my local area using key vocabulary
• use locational and directional language (for example, near and far, left and right), to describe the location of features and routes on a map
• use simple fieldwork and observational skills to study the geography of my school and its grounds and the key human and physical features of its surrounding environment

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National Curriculum Objective: 

• name the world’s 7 continents and am beginning to locate them on a world map.
• identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
• describe the human and physical features of hot and cold areas using key vocabulary.
• Iocate Antarctica and Africa using a world map and a globe.
• can locate Europe using a world map.
• I Arctic Ocean and the Southern Ocean using a globe and a world map.

National Curriculum Objective: 

• name and locate the 4 countries of the UK
• name the capital city of England and the city I live in.
• identify seasonal and daily weather patterns in the United Kingdom
• describe the human and physical features of the seaside using key vocabulary.
• locate Europe using a world map.
• locate the UK using a world map.

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How and why is my local area changing?

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What is so great about the Great Barrier Reef?

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How does the geography of a small area in India compare to my local area?

Year 2

The  children will combine information gained through their visit to Salford Quays and photographs (including aerial photographs) to observe and identify the human and physical features of Salford and compare these with where they live. The children will develop their mapping skills; they will learn to use compass directions and they will practise creating their own, simple maps of a town. They will also develop their skills in being able to name, locate and identify characteristics of the 4 countries of the UK, capital cities and surrounding seas. 

This unit aims to build upon the children’s knowledge of the world’s continents. The children also develop their skills for locating these continents as well as the world’s oceans. During this unit, the children will gain detailed understanding of the world’s oceans as well as the relationship between human activity and world’s oceans. They will strengthen their understanding of Geography as the study between people and places through the study of ocean conservation.

The children will name and locate the seven continents and five oceans of the world using a world map, globe and an atlas. They will locate India and understand why India is a hot area in the world. They will identify human and physical features and make comparisons with their local area.

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National Curriculum Objective:

• name, locate and identify the characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas.
• describe the human and physical features of a city.
• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.
• draw a simple map.
• use and construct basic symbols in a map key.
• 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.

National Curriculum Objective: 

• name and locate the world’s 7 continents and five oceans
• use basic geographical vocabulary to refer to key human and physical features.
• locate the 7 continents and 5 oceans of the world using a world map, globe and an atlas.

National Curriculum Objective:  

• name and locate the world’s seven continents and 5 oceans.
• compare the geographical similarities and differences of Worsley with a small area in India.
• list the key physical and human features of a small contrasting area
• explain why India is a hot place in the world.
• locate the 7 continents and 5 oceans of the world using a world map, globe and an atlas.

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What makes the Earth angry?

Why do so many people go to Spain on their holiday?

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Beyond the Magic Kingdom: North America

Year 3

This unit introduces the children to some key aspects of physical geography, in particular one of the major outcomes of tectonic activity in the world – earthquakes. Some work is also focused on volcanic activity, which is developed at greater depth at Upper Key Stage 2. Children learn about the predictability of earthquakes and volcano eruptions including the role of science and technology for these predictions. The children will expand their locational knowledge, learning to locate some countries that affected by earthquakes and volcanic eruptions.

*This unit builds upon children’s locational knowledge as they learn to locate Spain (and its neighbouring countries) on a map. The children will explore different types of settlements and land use in Spain and compare the geographical similarities and differences of this country with some of the places they have studied in Key Stage 1. The children will be introduced to using grid references (beginning with letters and numbers) and they will also build upon their skills for using a compass, an atlas and aerial photographs

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The children will explore North American country and states. They will explore tourism as the major industry and driver of Florida’s economy. Explore the land use (amusement parks) and discuss how climate also makes Florida a popular destination for beach holidays and the relevance of Florida being a peninsula. They will discuss impact of tourism on animals such as turtles and consider the positives and negatives of living in Florida.

National Curriculum Objective:

• locate the world’s countries, using maps to focus on those that have been struck by significant earthquakes or volcanoes
• explain why certain places on earth receive more earthquakes
• explain how volcanoes are formed
• -describe the impact that earthquakes and volcanoes can have

National Curriculum Objective: 

• locate some of the main countries of Europe incl. Russia.
• compare the climate of Madrid with London.
• describe the human and physical features of Spain.
• begin to use 4-figure grid references.
• use the 8 points of a compass.
• use an atlas and globe 

National Curriculum Objective:

• name and locate the main countries of North America.
• understand geographical similarities and differences through the study of human and physical geography of a region within North America: Florida and UK.
• describe and understand the climate of Florida and compare this to the climate of the UK.
• understand why tourists are attracted to visiting Florida.
• use maps, atlases and globes to locate countries and describe features studied.

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What are the many wonders of  Egypt?

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How can eating and buying chocolate be unfair?

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How are canals and rivers formed?

Year 4

The children will learn about climate zones and biomes. They will begin to use a wider range of maps, including maps that explore the topography of the UK and Egypt. Whilst learning about the many wonders of Egypt, the children will also develop their geographical skills for locating features on maps using 4 figure grid references. 

This unit enables pupils to understand what international trade entails – with a focus on chocolate. Children will look at where cocoa is produced in the world and the climate conditions that are necessary to grow cacao trees. They will look at the impact that climate change is having on cocoa production as well the impact that cocoa production and its trade is having on the environment.  They will learn about the importance of fair trade.

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The children will learn about the features of a river system, discuss and describe the different uses for water and explore the history, features and uses of canals linked to the local area/ local human geography.

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National Curriculum Objective:

• locate the Tropic of Cancer and Tropic of Capricorn.
• identify the position and significance of the Equator and lines of longitude and latitude.
• name and explain some of the climate zones and biomes of the world.
• explain why people are attracted to live by rivers.
• use a wider range of maps e.g. political, digital, and topographic to identify countries and cities studied.
• use 4 figure grid references to locate features on maps.

National Curriculum Objective:

• locate the Tropic of Cancer and Tropic of Capricorn.
• locate the world’s countries, using maps to focus on Europe  and North and South America.
• name and explain some of the climate zones and biomes of the world.
• describe and understand key aspects of human geography, including economic activity including trade links and the distribution of natural resources.
• use a wider range of maps e.g. political, digital, and topographic to identify countries and cities studied.

National Curriculum 

Objective:

• describe & understand key aspects of physical geography, including rivers and mountains.
• describe the water cycle using a diagram.
• use a globe & maps & some OS symbols on maps to name geographical regions & identifying physical and human characteristics, including: cities, rivers, mountains, hills, key topographical features, land-use patterns.
• use fieldwork to observe, measure and record some of the human

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Why should the rainforests be important to us all?

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Why is London a cool place to live?

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What is the difference between hills, mountains and volcanoes?

Year 5

This  children will learn about the tropical rainforests of the world, focusing on The Amazon Rainforest. They will develop their understanding of how important rainforests are to the plant and animal life within them as well as the wider world. The children will also learn about the damaging effects of deforestation, why this occurs, and the different ways people can help protect and preserve the rainforests of world.

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This unit builds upon pupils’ learning locational knowledge of the UK, Europe and North America. The children also gain a more detailed knowledge and understanding of London, exploring the human and physical features of this city and the advantages and disadvantages of living in this densely populated city. During this unit, the children also build upon their skills for reading and interpreting maps, learning how to use scale bar and how to use 6 figure grid references..

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The children will explore similarities and differences between hills, mountains and volcanoes. They will learn about the features of a mountain and locate various UK mountain ranges and well known mountain ranges throughout the world. They will begin to explore relief and contour lines to identify high and low ground.

National Curriculum Objective:

• name and locate the main countries of South America
• show the position and significance of the N & S Hemisphere, Tropics of Cancer & Capricorn, Arctic & Antarctic Circle
• make comparisons between different climate zones and biomes of the world. 
• describe and understand the economic activity linked to deforestation of The Amazon Rainforest.
• describe and understand trade links with The Amazon Rainforest.
• explain how deforestation affects the settlements within The Amazon Rainforest and the wider world.
• show the position and significance of the N & S Hemisphere, Tropics of Cancer & Capricorn, Arctic & Antarctic Circle using a globe

National Curriculum Objective:

• name and locate several of the counties in England.
• name and locate several of the main cities in the United Kingdom.
• name and locate the main countries and capital cities in Europe.
• name the main countries and cities in North America
• use my knowledge of time zones to work out where it is day/night in the world.
• compare the city of London with New York City.
• identify and describe some of the human and physical features of London.
• use 6 figure references.
• use symbols and key (including the use of Ordnance Survey maps) to show my knowledge of the United Kingdom and the wider world.

National Curriculum Objective:

• understand geographical similarities and differences through the study of human and physical geography of a region in the UK (Wales, Snowdonia)
• describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
• use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
• use 6 figure grid references to locate features on a map.
• use symbols and key (including the use of Ordnance Survey maps) to show my knowledge of the United Kingdom and the wider world.

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 What is so brilliant about Brazil?

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 What is so glorious about the land we call home?

How is climate change effecting the world? 

Year 6

The children will learn about Brazil. They will identify the countries that border Brazil as well as those that do not (Chile and Equador), and they will learn about the main cities of Brazil and some of the significant cities of South America more widely. They will develop their understanding of human and physical similarities between places in the world by comparing a city in Brazil with a city in the UK. They will also learn about the rich culture and tourism of Brazil and the economic trade of this country. 

In this unit, the children will explore the topographical, physical and human feature of the UK. They will develop their map reading skills to identify the ways topography can be presented via shading and contour lines as well as reading OS maps and using 4 and 6 figure grid references. 

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The children will explore what climate change is; the impact it is having across the world and what this can mean for human life and all living things on our planet. This unit will explore the impact on coral reefs, polar regions, flooding across the globe and rainforests. 

If I want to be a flood and coastal erosion risk manager or a career with the environment agency/coastal conservation or a career in maritime related roles.

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National Curriculum Objective:

• identify the significance of time zones to work out what time it is in a specific country.
• understand the significance of the Prime/Greenwich Meridian
• describe and understand the biomes, vegetation belts and ecosystems of Brazil.
• describe and understand the economic activity including trade links, and the distribution of natural resources in Brazil.
• describe and understand the types of settlements and land use in Brazil.

National Curriculum Objective:

• name and locate counties and cities in the UK
• identify Geographical regions and their human and physical characteristics
• identify key topographical features (including hills, mountains and rivers)
•  explore the human and physical features of a region in the UK
• explore settlement, economic activity and land use
• use maps, atlases, globes and digital/computer mapping to locate countries and places within countries & describe features studied.
• I can use the eight points of a compass, symbols and key 
• Use Ordnance Survey maps and use ratio to calculate the distance between one place and another.
• use 4 and 6 figure grid references to interpret OS maps.

National Curriculum Objective: