Intent

At St Anne's we intend to provide a curriculum which inspires pupils to be curious and fascinated about the world. Children are encouraged to develop a greater understanding of the world, as well as their place in it. The curriculum is designed so that progressively, each year, children will build on their knowledge of different places, people, resources and environments. Children will develop their knowledge of the location of significant places, including within their local area. Children will have a deep understanding of the Earth's key physical and human features. Children will learn to collect, analyse and communicate with a range of data gathered through fieldwork experiences and geographical sources, including maps, diagrams, globes, atlases, aerial photographs and digital/computer mapping.

Implementation

As part of the planning process, teachers plan the following:

• A knowledge organiser which outlines knowledge (including vocabulary) all children must master
• A cycle of lessons for each subject, which carefully plans for progression and depth;
• A multiple choice quiz which is tested before the topic and at the end of the topic to see progression
• Trips and visiting experts who will enhance the learning experience

We maintain strong links to the National Curriculum guidelines to ensure all aspects, knowledge and skills are being taught.

We use progression grids to ensure there is clear skills, concepts and knowledge progression throughout school.

Impact

Through high quality teaching of Geography we will see the impact of the subject in different ways.

If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:

• A reflection on standards achieved against the planned outcomes
• A knowledge organiser quiz for the children to show case what they have learnt.
• Pupil voice for children to talk about skills and knowledge they have acquired.
• Children’s engagement in Geography lessons
• Work, which will show that a range of topics are being covered.

Locational knowledge

• name 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 [for example, 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.

• 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)

• 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

• 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

• 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, 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.