Subject Leader - Miss H Shadbolt
What do we want our pupils to learn?
Our Geography scheme of work aims to inspire pupils to become curious and explorative thinkers with foundations for developing a diverse knowledge of the world – in other words, to think like geographers. The intention is for pupils to develop the confidence to question and observe places, measure and record necessary data in a variety of ways and analyse and present their findings.
The scheme aims to build an awareness of how Geography shapes our own lives and those of others. The hope is to encourage pupils to become resourceful, active young citizens who will have the skills to contribute to and improve the world around them.
What we are teaching...
Reception
Exploring Maps
Exploring maps through discussion, story-telling, games and creative activity.
Outdoor Adventures
Using the senses to explore and describe the natural world around them while outside; understanding the effect of the changing seasons.
Around the World
Year 1
Autumn Term - What is it like here?
Locating where we live on an aerial photograph and recognising features within a local context. Creating maps using classroom objects before drawing simple maps of the school grounds. Following simple routes around the school grounds and carrying out an enquiry as to how the playground can be improved.
Spring Term - What is the weather like in the UK?
Looking at the countries and cities that make up the UK, keeping a daily weather record and finding out more about hot and cold places in the UK.
Summer Term - What is it like to live in Shanghai?
Using a world map to start recognising continents, oceans and countries outside the UK with a focus on China. Children identify physical features of Shanghai using aerial photographs and maps before identifying human features, through exploring land-use. They compare the human and physical features of Shanghai to features in the local area and make a simple map using data collected through fieldwork.
Year 2
Autumn Term - Would you prefer to live in a hot or a cold place?
Introducing children to the basic concept of climate zones and mapping out hot and cold places globally. Looking at features in the North and South Poles and Kenya. Comparing weather and features in the local area. Learning the four compass points. Learning the names and locating the continents of our world.
Spring Term - Why is our world wonderful?
Learning about the world’s wonders, the names and locations of the world’s oceans and considering what is unique about the local area.
Summer Term - What is it like to live by the coast?
Naming and locating continents and oceans of the world while revisiting countries and cities of the UK and surrounding seas. Children learn about the physical features of the Jurassic Coast and how humans have interacted with this, including land use and tourism.
How we teach...
Recap and recall
Each lesson begins with a short activity revisiting prior learning. This helps reinforce key knowledge, activate long-term memory and create connections between past and new learning.
Recap and recall activities are varied to keep the start of the lesson engaging and fun while still supporting active recall.
Attention grabber
A short, engaging activity designed to hook pupils into the new learning in the lesson. This could be a thought-provoking question, a quick investigation or an interactive discussion to spark curiosity and enthusiasm for the topic.
Main event
The core part of the lesson, where children engage in activities that develop their understanding of the learning objective. This includes a mixture of teacher modelling, guided practice and independent or collaborative tasks tailored to support all learners.
Wrapping up
A final reflective activity that consolidates learning. This could involve reviewing the success criteria, discussing key learning or applying knowledge in a different context to assess understanding and encourage deeper thinking.
Fieldwork
Fieldwork provides children with hands-on experience and encourages them to apply geographical concepts to their surroundings.
Fieldwork skills do not have to be developed on school trips alone: local fieldwork opportunities can make the subject matter relevant and support teachers in fostering a sense of community and environmental awareness amongst pupils.
Fieldwork on the school grounds and the local area is an important element of our teaching and learning: it is often more practical, engaging and meaningful for pupils.
