Geography
Intent
Throughout their time at Ernesford Grange Primary School, the children learn a variety of skills to deepen their understanding of primarily, their own environment. We use our Forest School study time to observe, explore and investigate the immediate environment. These vital skills are then built upon and enhanced by comparing and explaining their own experiences. As children progress through the school, they can use their understanding to investigate the wider world. As a result, children gain an awareness of our responsibilities with regards to looking after and maintaining our environment.
Alongside their learning, children develop the subject-specific vocabulary relating to the human and physical aspects of geography. They are also able to use a variety of maps and plans to aid their understanding.
Alongside their learning, children develop the subject-specific vocabulary relating to the human and physical aspects of geography. They are also able to use a variety of maps and plans to aid their understanding.
Implementation
Geography is sometimes used as a topic focus for a half term, 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. Although our curriculum is topic based, we ensure geography keeps its subject integrity.
To ensure clear progression of skills we use the Cornerstones skills and knowledge learning intention statements and Curriculum Maestro to plan and track geography through Imaginative Learning and Knowledge Rich Projects.
To ensure clear progression of skills we use the Cornerstones skills and knowledge learning intention statements and Curriculum Maestro to plan and track geography through Imaginative Learning and Knowledge Rich Projects.
Impact
At the end of each key stage, the children’s learning is assessed against the age-related expectation bands that are based on the 2014 National Curriculum statements for Geography. At Ernesford Grange, we use summative assessment to determine children’s understanding and inform teachers planning. This is reviewed on a termly basis by the subject leader, who monitors and oversees geography.
Geography is assessed and recorded using Cornerstones Essential Skills and assessments are tracked using the Curriculum Maestro tracker.
Geography is assessed and recorded using Cornerstones Essential Skills and assessments are tracked using the Curriculum Maestro tracker.
KS1
Aims:
The national curriculum for geography aims to ensure that all pupils:
1. 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.
2. 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.
3. 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.
The national curriculum for geography aims to ensure that all pupils:
1. 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.
2. 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.
3. 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.
Lower KS2
Aims:
The national curriculum for geography aims to ensure that all pupils:
1. 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.
2. 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.
3. 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.
The national curriculum for geography aims to ensure that all pupils:
1. 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.
2. 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.
3. 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.
Upper KS2
Aims:
1. 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.
2. 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.
3. 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.
1. 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.
2. 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.
3. 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.