Our Geography Curriculum

Our Geography Curriculum Rationale & Intent Geography at St Paul’s School is taught through topics that are chosen to help develop and further children’s knowledge of the world around us. It begins in the Foundation Stage where children are encouraged to gain a sense of understanding of their local environment and begin to develop awareness of others in the world, changes and developments over time. From Key Stage One onwards pupils are taught key geographical skills in order to develop knowledge about the world, the United Kingdom and their locality. They are taught how to use and understand subject-specific vocabulary in relation to Human and Physical Geography and develop skills to enhance their locational and place knowledge. Our children are also taught to develop geographical skills through first-hand observations and field trips where appropriate. Some of our Learning Challenges are driven by the Geography theme; in others, geography is a subsidiary subject ensuring that children learn then use and apply their geographical knowledge and skills in a range of different learning arenas. This ensures that key geographical concepts are revisited and developed throughout school. The location of places is key to understanding what happened there and why children frequently return to aspects of locational geography, looking at maps, atlases, globes and digital technology sources to refresh and build on their knowledge of continents, countries, regions, counties, cities, towns and villages within a meaningful context. Progression In Nursery, children begin their geographical journey by being immersed in our rich outdoor environment within the school grounds. They naturally become curious about patterns, seasons and the world that grows and adapts around them. Adults engage with and motivate the children to achieve beyond their expectations by building mud kitchens, planting sensory gardens and tracking the changes in trees and plants through the year. By Reception, children are actively asking questions about the immediate world that surrounds them so adults push their knowledge further out to more distant locations. They begin to study simple maps relating to their immediate area. Using well-chosen core texts, such as Snail and the Whale, children are exposed to subject specific vocabulary related to human and physical features to ensure all children are Year One ready. From their earliest years, children are encouraged to observe and ask questions about the world in which they live. They look at basic human and physical features of their surroundings which prepares them well for Year 1. In Year 1 the children’s interest in the world is encouraged by studying places which are markedly different. Pupils are taught the names of the continents and oceans and can use these to locate the places that they are studying, using basic geographical terms and asking simple questions. Year 1 children study the United Kingdom, learning the names of the countries and drawing simple maps of where they live. In Year 2, this work develops into a study of Wakefield, and a comparison with Kenya. This work requires more locational knowledge and the ability to use basic geographical vocabulary to describe physical and human features. Children use maps, atlases and globes, and compass directions, aerial photographs and plans to understand what is like where they live; and draw simple maps of the school, its grounds and surroundings, using a basic key. In Year 3, children learn more of the countries of the world and counties of the U.K. and what those places are like and how they relate to one another, using increasing accurate geographical vocabulary and terminology. They use their geographical skills in a number of topics, including mapping Alverthorpe and considering what it is like there and how the geog raphy of the area has influenced ways of life; beginning to look at OS maps, their features and symbols. Children are encouraged to ask geographical questions and to respond to questions posed by adults and peers. The local work from Year 3 is expanded into a study of the East Coast of Yorkshire in Year 4, comparing the regions around Boggle Hole and Flamborough Head with their knowledge of Wakefield and using mapping skills, aerial photography and fieldwork to increase their knowledge of a new area. Children develop their understanding of physical and human features and the way in which they have influenced settlements and land use through studies of rivers, specifically the Calder and the Aire; relating this information to other rivers around the world, using specific vocabulary and terminology. Having studied a local river in Year 4 and thought about some world rivers, work in Year 5 expands the concepts to a study of rainforests, including the Amazon basin and its associated features, as well as other rainforests around the world, allowing links between climate zones and biomes to be made. The knowledge of the water cycle in Year 4 is used in Year 5 to further understand the way in which the rainforest is important to the planet and children express and explain their opinions. Locational knowledge is developed through a number of topics, such as France, The Slave Trade and Anglo-Saxons and the influencing factors of the location of places studied are considered using a range of information. In Year 6, the rainforest work is embedded and explored in the context of understanding socio- economic conditions in South America, specifically Brazil, and the contrast between the lives of the rich and poor children who live there, considering the contribution to the economy that the rainforest brings. Locational knowledge is reinforced through the Vikings, particularly the role that they played in shaping the future of Yorkshire and their last impact on our immediate area. Reception Journey Autumn 1 Autumn 2 Big Question: What is a bear? Big Question: What happens in the dark? Areas: Understanding the world Areas: Outdoors Skills: Naming physical features of where animals live Skills: Talking about the local environment in the dark Spring 2 Spring 1 Big Question: What happens in Big Question: How do we keep warm in London? winter? Area: Understanding the World / Area of provision: Understanding the World Outdoors / Water Skills: Naming different human features Skills: Talking about and locating hot and in their local area such as church cold places Summer 1 Summer 2 Big Question: Where do you find animals? Big Question: How do we make sense of the world? Areas: Construction / Understanding Areas: Understanding the World Skills: Naming physical features of animal Skills: Using photos and landmarks to habitats such as soil or ocean talk about the world around them Key Stage 1 Journey Year 1 Key Text: Lost and Found / Aargh Spider Big Question: Why can’t a penguin live near the Equator? / Where do you find animals? Theme: Hot & Cold Places Year 2 Year 1 Key Text: The Naughty Bus / The Queen’s Hat Key Text: Lila and the Secret of Rain Big Question: Where did the wheels on the Big Question: Where would you like bus go? / What happens in London? to live? Theme: United Kingdom & World Maps Theme: Similarities & Differences Year 2 Key Text: Little Evie in the Wild Woods Big Question: How old are the trees around us? Theme: Local Environment & Mapping KS2 – Locational Knowledge – World’s Countries (including using maps, atlases & globes) Year 3 Year 3 Key Text: Greek Myths Key Text: The Firework Maker’s Daughter Big Question: Why were the Ancient Greeks ruled by their Gods? Big Question: What makes the Earth angry? Theme: Greece Theme: Natural Disasters Year 4 Year 4 Key Text: Egyptian Cinderella Key Text: Escape to Pompeii Key Text: Journey to Jo’Burg Big Question: What were the Big Question: What did the Romans do for us? Year 5 Big Question: Why should wonders of Ancient Egypt? Britain be ashamed of Slavery? Theme: Egypt Theme: The Romans Theme: The Slave Trade Year 5 Year 6 Key Text: The Man who Walked Key Text: Trash Between the Towers Big Question: Why is there such a Big Question: Why do tourists go to Paris? contrast between rich and poor in Brazil? Theme: France Theme: South America KS2 – Locational Knowledge – Countries & Cities of UK Year 3 Year 4 Key Text: Stone Age Boy Key Text: The Promise Big Question: Who were the Big Question: What lives outside the first Brits? window? Theme: The Stone Age Theme: Coasts – Boggle Hole Year 4 Key Text: Escape from Pompeii Big Question: What did the Romans do for us? Theme: The Romans Year 5 Year 6 Key Text: Beowulf Key Text: Viking Boy Big Question: Who were the Anglo- Big Question: Were the Vikings always Saxons? vicious and victorious? Theme: The Anglo-Saxons Theme: The Vikings KS2 – Locational Knowledge – Position & Significance Year 5 Key Text: Journey to Jo’Burg Big Question: Why should Britain be ashamed of Slavery? Theme: The Slave Trade Year 5 Key Text: The Lorax Big Question: How do rainforests affect the world? Theme: Rainforests Year 6 Year 6 Key Text: Trash Key Text: Anne Frank/Rose Blanche Big Question: Why is there such a Big Question: Why do we associate Hitler contrast between rich and poor in Brazil? with evil? Theme: South America Theme: World War II KS2 – Locational Knowledge – Place Knowledge Year 4 Key Text: The Promise Big Question: What lives outside the window? Theme: Coasts – Boggle Hole Year 5 Year 4 Key Text: The Man who Walked Key Text: Wind in the Willows Between the Towers Big Question: Why was Wakefield built Big Question: Why do tourists go to Paris? on the banks of the River

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