Our Vision at Corporation Road
Since, at least, the time of the Ancient Greeks, geographers have attempted to put the local in a global context by writing down and recording their observations so they can share them more widely. These endeavours were motivated by the desire to understand and navigate the planet that is both our home and the source of the materials that we need in order to survive. This shows the nature of geography and why it should be present in our school curriculum. The importance of geography is evident in the fact our Earth is changing rapidly, faster than any other time in recorded history. Consequently, we are educating our children at a time when there is a great uncertainty about what the future holds.
At Corporation Road Community Primary School, the purpose of geography is to teach pupils about the world around them, from what is one their doorstep to other continents of the world. We want our pupils to have a secure geographical knowledge to take with them to Key Stage 3. Consequently, in geography, our curriculum provides children with an education that helps them understand how they can contribute to building a better world, an inspiring education that fills them with fascination about the world around them and an opportunity for them to build upon their ‘personal geography’. Our curriculum focuses strongly on developing pupils’ core knowledge in geography, particularly their sense of place. Furthermore, as our overarching aim of the foundation curriculum is to provide pupils with the knowledge and understanding they need for Key Stage 3 and beyond, we want our pupils to develop a love of learning and have an active and independent role in their education.
In terms of geography, this means we aim for pupils to have independence, think for themselves and take the initiative to ask questions, alongside working constructively with others. In addition, we want pupils to express well-balanced opinions rooted in good subject knowledge and understanding about current and contemporary issues in society and the environment. Furthermore, in accordance with the rest of the foundation curriculum, geography is underpinned by the school’s four main themes: community, gender/equality, citizenship and legacy/impact.
|Location Knowledge||The United Kingdom, The World, Darlington, Compare & Contrast and Map Skills|
|Climate||Weather and Climate|
|Human and Physical Geography||The Human & Physical Environment|
|Geography Skills and Fieldwork||Vocabulary, Research and Fieldwork & Data Analysis|
|Changes over Time and Sustainability||Processes, Patterns & Changes Over Time and Sustainability & the Environment|
Geography Progression Map
The end-point for the theme community would be for children to understand that community refers to a group of people living in the same place or having a particular characteristic in common, alongside referring to a particular area or place. Furthermore, it would also include for children to understand and form an active part of their local and wider community, for example Darlington, the countries of United Kingdom and the wider world. In addition, community encompasses the climate of an environment and the human and physical features, which can be found there.
Gender & Equality
The end-point for the theme gender and equality would be for children to recognise that gender and equality encompasses the opportunities the environment provides for different groups of people for example different generations, different ethnicities and individuals from different countries. Furthermore, it includes the fact children should know and understand that everyone should have equal access to resources and opportunities, provided by both the human and physical environments.
The end-point for the theme citizenship would be for children to understand their place in the world and how they are a citizen. For example, how they belong to their immediate and wider community. In addition, how humans’ behaviour effects the environment on a local, national and global scale. For example, the way their own, and others’ actions have increased climate change and deforestation but also how pupils can leave their mark on the world through sustainability.
Legacy & Impact
The end-point for the theme legacy and impact would be for children to understand how individuals before them have changed the world,how the world has changed and how they can influence the environment. In addition, it includes pupils’ understanding of how processes or people have impacted/affected our geographical understanding and knowledge. For example, how key individuals have had an impact on the way in which we live, what we learn and how communities are today. In addition, children should be able to develop as citizens and individuals who can, in turn, have an impact on their environment, and the ability to make their own mark on society.
Year’s 1 and 2
Pupils should be taught to:
- 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
- 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.
Year’s 3, 4, 5 and 6
Pupils should be taught to:
- 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 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 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