Geography

 

At Swarcliffe, our Geography curriculum is taught in order to; promote curiosity and a fascination of the world, encourage children to become responsible global citizens and equip children with the skills to navigate and explore.

 

At Swarcliffe Geography is a curriculum that inspires curiosity and engagement. It sparks excitement in children to independently explore the world in which they live, both their local area and the world beyond, whilst equipping children with knowledge about the wider world. As pupils progress, their locational and geographical knowledge will deepen and children will be able to apply their knowledge of key human and physical features. Every child is taught a set of skills through first hand experiences in real life settings from Foundation Stage right up to Key Stage 2. Geography at Swarcliffe is challenging, motivating, topical and fun, yet provides different approaches for them to apply these given skills.

 

Examples of additional texts we use to enhance our Geography curriculum:

Froggy Day - Heather Pindar & Barbara Bakos (Reception)

The Lighthouse Keepers Lunch – Ronda and David Armitage (year 1)

A Planet Full of Plastic – Neal Layton (Year 2)

Race to the Frozen North – Catharine Johnson (Year 3)

Shackleton’s Journey – William Grill (Year 4)

The Explorer – Katherine Rundell (Year 5)

King of the Cloud Forest - Micheal Morpurgo (Year 6)

 

Key Stage one 

Chronological understanding

By the time children leave year 1 they will be taught to; name and locate three of the seven continents of the world, name and locate two of the five oceans of the world, name and locate three of the four countries of the United Kingdom and also name two of the four capital cities of the United Kingdom. 

Vocabulary

Pupils will study a small area in the U.K and in a non-European country and will be able to identify a few similarities and differences in human geography. Additionally, children will be identifying seasonal patterns and locating hot and cold areas of the world in relation to the Equator and North or South Poles. Children will be beginning to use basic geographical vocabulary to refer to human features and physical features

Knowledge

Children will be beginning to use maps, atlases and globes to identify studied regions more confidently and can use at least one accurately. Pupils will then be able to use simple compass directions ( N/E/S/W) with increasing accuracy and are able to apply these to devise a simple map. Additionally, children will be able to recognise famous, well known landmarks with increased accuracy.

 

 

 

 

 

Lower Key Stage two

Chronological understanding 

By the time children leave Lower Key Stage two, they will be taught to; confidently locate countries in Europe, North and South America on a map, locate cities of the United Kingdom and are beginning to identify counties, identify at least 4 for 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

Vocabulary

Pupils will study a region of the U.K, a region in a European country and a region within North or South America and will be beginning to identify similarities and differences between the three in physical geography. Additionally, children will study a region of the U.K, a region in a European country and a region within North or South America and are beginning to identify similarities and differences between the three in human geography. Children will also be able to apply the vocabulary taught to describe an increased range of aspects of physical and human geography.

Knowledge

Pupils will be more confident using maps, atlases, globes and digital/computer mapping in order to locate countries and describe features studied. Children will be beginning to use eight points of a compass, four figure grid references and are becoming more confident with symbols and key (including the use of Ordnance Survey Maps). Throughout years three and four, pupils will use fieldwork to observe, measure, record and present the human and physical features in the local area and practise using: sketch maps, plans and graphs, and digital technologies

 

Upper Key Stage two

Chronological understanding

By the time children leave Upper Key Stage two, they will be able to; confidently locate countries of the world on a map, locate counties and cities of the United Kingdom, 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 and identify how aspects of the physical and human geography have changed over time.

Vocabulary

Pupils will have studied a region of the U.K, a region in a European country and a region within North or South America and are able to understand similarities and differences between the three in physical geography. In addition, the children will be confident with a region of the U.K, a region in a European country and a region within North or South America and are able to understand similarities and differences between the three in human geography. Throughout Upper Key Stage two, the children will be taught to describe and understand a wide range of key aspects of physical and human geography. 

 

Knowledge

Pupils will be able to confidently use maps, atlases, globes and digital/ computer mapping to locate countries and describe features studied. Additionally, be secure when using the eight points of a compass, four and six figure grid references, symbols and key (including the use of Ordnance Survey Maps). Through out years five and six, pupils will use 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

 

Enrich, Enhance, Excite  

 

 

The children’s learning is assessed against the age-related expectation bands that are based on the National Curriculum statements for Geography. At Swarcliffe, we use summative assessment to determine children’s understanding and inform teachers planning.

As part of Geography, children will have many opportunities to go on trips in order to engage them and enhance their learning. Wherever possible, visitors are brought into school to aspire job opportunities.  Throughout school, our children are encouraged to use a variety of resources to support their learning such as maps, atlases, aerial maps, globes and google maps. By the time children leave Swarcliffe school, we intend for our children to be conscience citizens and responsible for their local environment. Our curriculum hopes to spark curiosity within children and encourages them to ask questions in order to develop their understanding.