Geography

Subject Leader: Mrs Laud

Geography Governor Visit Reports

Aims

The national curriculum for geography aims to ensure that all Barnabas Oley pupils:

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
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, numerical and quantitative skills and writing at length

Curriculum statement for the teaching and learning of Geography

At Barnabas Oley Primary School, we are committed to providing our children with a curriculum which has a clear intention, is implemented to the highest standards and impacts positively upon their learning outcomes.

Read our Curriculum Statement - March 2021.

Progression grid

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National Curriculum Requirements

In Key Stage One, Barnabas Oley pupils are taught to:

Locational knowledge

name and locate the world’s 7 continents and 5 oceans
name, locate and identify characteristics of the 4 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

In Key Stage Two, Barnabas Oley pupils are taught to:

Locational 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 in 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 8 points of a compass, 4- and 6-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

Further School Information

Geography comprises:

the study of places
the human and physical processes which shape them and the people who live in them.

It helps pupils make sense of their surroundings and the wider world. Children are involved in looking at maps, in surveying different areas, using compass directions, using ICT and in looking at atlases and reference books to gain information. Using the skills they are taught they explore the school environment first and then gradually move on to study localities in the British Isles work on a world wide scale. It is the policy of the school that children should learn from first-hand experience wherever possible. This involves studies of the local area in addition to trips further afield.

They study weather patterns and landscapes and the way people live in other parts of the country and the world. Children are encouraged to consider environmental issues, especially those which directly affect their own lives.

Oxburgh Hall - May 2011