Geography

Geography at KINS

Curriculum Intent
At Killamarsh Infant and Nursery School, our Geography work forms part of our termly topics. We aim to 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

Curriculum Implementation

Geography is sometimes used as a topic focus for the 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.

EYFS

Geography is taught in reception as an integral part of the topic work covered during the year. At Killamarsh Infant and Nursery School, we relate the geographical aspects of the children’s work to the objectives set out in the Early Years curriculum which underpin the planning for children. Geography makes a significant contribution to the ELG objectives of developing a child’s understanding of the world through activities such as finding out about different places and habitats and investigating our locality. Activities and experiences for pupils will be based on the seven areas of learning and development, as outlined in the DfE’s ‘Statutory framework for the early years foundation stage’. In particular, Geography-based activities will be used to develop pupils’ understanding of the world, helping them to comprehend a world beyond their local community.

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 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

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.

All lessons are planned to meet the individual needs of all children including appropriate support for SEN and challenge for our high attaining Geographers. Teachers use high quality first teaching supported by targeted, immediate intervention where appropriate. When Geography topics are not being taught opportunities are given to children to recall, revisit and apply knowledge and skills within other areas of the curriculum.

Curriculum Impact

At Killamarsh Infant and Nursery School we use summative assessment to determine children’s understanding and inform teachers planning. The impact of Geography is evident in the outcomes of our pupils. This evidence is collected and analysed in a variety of ways. We use a variety of ongoing assessments of children’s learning in order that we can constantly reflect on the impact of our teaching and can ensure teachers are planning learning opportunities that meet the individual needs of the children. This allows us to constantly capture their progress and ensure they are given the best possible opportunities to meet the end of year expectations.

A KINS the subject leader currently oversees the effectiveness of Geography throughout the school from EYFS to Year 2. She does this by monitoring planning to ensure progression, looking at the effectiveness of teaching through book looks, lesson observations, interviewing children and checking evidence on Evidence Me. This enables her to provide support to staff where necessary and help to constantly develop the teaching and learning of Geography throughout school. The subject leader also will feedback to governors on the developments of Geography through regular termly meetings, updating the subject action plan and completing learning walks. Pupil voice is important to us so we take opportunities to talk to children about their learning through the pupil interviews.