St Anthony of Padua School Geography Policy 2020

“Growing Together Following Jesus”

Rationale:

This policy is intended to inform staff, Governors and Parents how the school aims to encourage children to be enquiring geographers. At St Anthony of Padua School, we believe that Geography has a distinctive contribution to make to the curriculum, in helping children to develop a sense of place. The rationale behind the new curriculum expands upon this.

“ A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should 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 provides the tools and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.” (National Curriculum 2014)

Geography at our school offers children challenges, in the form of investigations, which develop their problem solving skills in and out of the classroom through field work and educational visits.

DevelopmentThis policy was developed in 2014 in line with National Curriculum requirements, and has been reviewed and updated in consultation with staff and Governors.

Aims and Objectives:The national curriculum for geography at St Anthony of Padua School aims to ensure that all pupils:

develop contextual knowledge of the location of places, seas and oceans, including their defining physical and human characteristics

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 and writing at length.

We aim to implement this curriculum through a challenging and inspirational scheme of work, adapted to suit our location and environment and the strengths and interests of our school population.

Organisation and Methodology:

There will be a whole school approach based around the National Curriculum Programmes of Study. Medium term plans are developed around questions and have been tailored to the location of our school and skills of staff.• The National Curriculum guidelines (2014) will be used as the basis

for the scheme of work. Plans are built around the principle of greater learner involvement in their work. They require deep thinking and encourage learners to work using a question as the starting point.

• In designing the curriculum, teachers and learners are using a prime learning challenge, expressed as a question, as the starting point. Using the information gained from pre-learning tasks and

the school’s context a series of subsidiary challenges are then planned. Each subsidiary learning challenge is also expressed as a question.

• Pre-learning tasks ensure that learners are directly involved in the planning process. Well planned pre-learning tasks should help to bring out what learners already know; what misconceptions they may have and what really interests them. Teachers will take account of the outcomes from pre-learning tasks to develop the subsidiary learning challenges for each major area of study.

• Continuity and progression in the curriculum is built around knowledge, understanding and key skills in geography. These are broken into year group expectations and each topic is planned around them. In addition, there is an expectation that teachers apply English, mathematics and computing skills where it is appropriate to do so.

• Time for learners to reflect or review their learning is central to the whole process. This is in keeping with the ‘Learning to Learn’ principles where reflection is seen as a very important part of individuals’ learning programme.

Provision will be made for different levels of ability.

Children will be given opportunities to: Take part in fieldwork activities.Take increasing responsibility for their work.Work independently and in groups.Undertake a balanced range of activities including; investigation, interpretation, oral and written work.Use books, documents, aerial photographs ,maps in a variety of scales and forms, globes ,charts ,compasses and a range of geographical field equipment such as weather measuring apparatus.Ask questions and form hypotheses.Find, collect, record, analyse and evaluate information.Communicate their knowledge through discussion, writing, pictures, photographs, models, maps and charts to other children and the teacher.Evaluate their work

All children, regardless of race and gender, will have equal opportunities to participate in all activities.

Positive attempts will be made to develop and use a wide range of resources and activities which will reflect the interests and cultural background of all.

Appropriate provision will be made for children with special educational needs, and those within vulnerable groups.

Appropriate provision for children who are particularly gifted in this area will be provided in line with the school’s “Gifted and Talented” policy.

Individual staff expertise and skills will be utilised to the benefit of both children and staff.

Careful monitoring and evaluation of policy will be undertaken to ensure maximum effectiveness.

The help of parents and other interested people will be encouraged and used where appropriate. Teaching and Learning

Lessons have an enquiry focus focussing on a geographical problem, issue or question .A variety of learning activities is planned ranging from observation work to enquiry investigations and problem solving scenarios where the children are encouraged to evaluate ideas ,viewpoints and information critically and make decisions .Children are encouraged to discuss their ideas, to clarify their thinking ,thus enabling them to describe, explain, predict and evaluate places, geographical patterns and processes and environmental changes .By regular summarising ,recalling and carefully questioning, teachers can ascertain the children’s level of understanding .

Planning

Medium term plans have a clear enquiry focus. Each plan has a framework of challenging questions to encourage the children to

describe, explain, predict and evaluate. Plans identify the key elements in which the children are expected to progress. Plans have been amended to suit our school’s circumstances, expertise and interests.

ProgressionKey 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.

Key Stage 2Pupils 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 tools and skills to enhance their locational and place knowledge.

ContentKey Stage 1Location knowledge Pupils will be taught toname and locate the world’s seven continents and five oceans name, locate and identify characteristics of the four 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 (e.g. 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.

Key stage 2

Pupils will be taught to: Location knowledge 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 within 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 studied use the eight points of a compass, four and six-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 and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Assessment and Monitoring

Teachers will assess each topic based on knowledge, understanding and skills. We look for progression across topics and across year groups and key stages.We plan assessment opportunities into our topics. We carry out ongoing assessments through our pre and post learning tasks, lessons, marking and a longer assessment task at the end of each topic.

Teachers track progress on a grid which is passed on to the Geography lead. Children working below, at expected and above expected levels are identified. The progress of different groups is also identified and feedback and action points are used to drive progress.

We assess for progression through the following strands;

Place and locational knowledgeHuman and physical geographySkillsFieldworkCommunication

Children are encouraged to self and peer assess throughout topics.

Subject lead will monitor a sample of books to assess progress and coverage in each unit and will select examples of work across abilities and key stages to be kept in an exemplar portfolio which staff may refer to.The coordinator will feed back to staff to highlight issues and identify trends which arise from monitoring.Reports to parents at the end of each academic year will include information on progress in geography.Coordinator attends termly cluster meetings with colleagues from other schools where assessment is a focus.

SMSCThere are many opportunities to develop SMSC education across the geography curriculum. Examples of coverage are identified in annual audit.

SafeguardingChildren will be made aware of the possible dangers of handling items and equipment.When undertaking field trips teachers will follow school guidelines and complete risk assessments.Relevant steps will be taken to ensure computing safety

Staff Development/INSET

Opportunities will be taken for staff to undertake training in Geography to develop and reinforce knowledge and skills and to review the latest developments. Geography lead will keep up to date on developments through cluster groups, OFSTED materials, and publications such as Geography Association materials.

Where appropriate staff expertise from within the establishment or from other schools will be used to support staff development.

Advisory staff will be used as appropriate.

Resources

Outdoor and field work opportunities will be used regularly.Each unit of work is resourced from a topic box as well as through computing, library and publication resources. Teachers add resources to the boxes as developed.A comprehensive range of supplementary resources is also available, including geographical equipment.This policy will be reviewed annually.

BibliographyExtracts from National Curriculum 2014Learning Challenge CurriculumOFSTED publications

Geography HMI recommendations.

Scheme Of Work

Challenge questions and National Curriculum areas of study.

Year 1

Where Do Leaves Go In Winter? Identify seasonal and daily weather patterns in the United KingdomWhy Can’t Meerkats live in The North Pole?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.

What can we find around our school?School Grounds ExplorationUse 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 environmentUse simple compass directions (North, South, East and West) and locational and directional language (e.g. 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

Year 2

What is exciting about Mossley Hill?Use world maps, atlases and globes to identify the United Kingdom and its countries Use simple compass directions Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; Use basic geographical vocabulary to refer to key physical features and key human featuresBuilding on “Around Our School” work in Y1

Where would you prefer to live; England or Morogoro in Tansania, Africa?

Understand geographical similarities and differences through studying the human and physical geography of Mossley Hill, and of a contrasting non-European country. Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world.

Why do we love to be beside the seaside?Human and physical features of a small area of the United KingdomUse world maps, atlases and globes to identify the United Kingdom and its countries, Use simple compass directions Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; Use basic geographical vocabulary to refer to key physical features and key human features

Year 3What makes the Earth angry? Pupils to be taught key aspects of physical geography, including mountains, volcanoes and earthquakes

What is it like in Britain?Location knowledge – towns , cities , features UK. –Research work , eg,” A postcard from...”

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.

Year 4Is there enough water in the world?(Compare Liverpool and California)Place knowledge- Compare UK region with N American region.

Understand the water cycle and distribution of water as a natural resource focussing on regions of California in North America and Liverpool/ Merseyside in UK.

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse the eight points of a compass, four and grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider worldLocational knowledgelocate California within North America, concentrating on environmental regions, climate zone, mountains and vegetation. key physical and human characteristics, neighbouring countries, and major cities

What’s so special about the regions of Mexico City, Reykjavik and Merseyside? 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 within North or South America.

Year 5

Why is Brazil in the news again? Locate the world’s countries, using maps, to focus on South America and concentrating on their key physical and human characteristics, countries, and major cities. Where would you build a city?Settlement ( World Geog, mountains, 6 figure grid references, time zones etc.)Geographical skills and fieldworkuse maps, atlases, globes and digital/computer mapping to locate countries and describe features studieduse the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider worldLocational knowledgelocate 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 citiesidentify 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 nightYear 6Why is the Mersey so important to Liverpool?Geography Human and physical –RiversGeographical skills and fieldworkuse 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.Human and physical geographydescribe and understand key aspects of:physical geography, including: rivershuman geography, including: types of settlement and land use, economic activity including trade links

Possible Cross Curricular Links.

English- Children develop language skills through talking about and presenting their work in various written forms; listening to information; reading for information from various sources.

Mathematics- Children use and apply number in real-life contexts including maps, graphs and charts

Computing and IT - forms an integral research and presentation tool, for example through

word processing databases spreadsheets/graphing tools multimedia/web-authoring software internet browsers e-mail electronic atlas/encyclopaedia modelling/simulation software

mapping tools, with some digital map data appropriate map and statistical data

There are many links with the areas of History and Science.Opportunities for artwork are numerous, both in children’s art and in looking at artefacts.

SMSC/ PHSEThey discuss matters of personal concern relating to local, national and global environmental issues. They develop skills of reflection, observation analysis and questioning. They explore similarities and differences between their lifestyle and other cultures.

There are many opportunities to develop SMSC education across the geography curriculum.

CitizenshipChildren develop an understanding of the world as a global community and the issues of global interdependence and responsibility

Where possible, field trips, guest speakers and additional experiences will be used to inspire children.

Policy updated 2020