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SKIRLAUGH CE PRIMARY SCHOOL
‘a caring Christian community where everyone matters’
Geography Policy
1. Rationale
Geography is the study of the earth’s form, its physical and human features and
climates. At Skirlaugh CE School we provide opportunities for our pupils to care for,
show respect, and develop an understanding of God’s world in which they live,
through geographical studies and cross-curricular activities.
2. Aims and objectives
Geography teaches an understanding of people, places and environments. Through
their work in geography, children learn about their local area and compare their life in
this area with that in other regions in the United Kingdom and in the rest of the world,
taking into consideration our British Values. They learn how to draw and interpret
maps and they develop the skills of research, investigation, analysis and problem
solving. Through their growing knowledge and understanding of human geography,
children gain an appreciation of life in other cultures. Geography teaching also
motivates children to find out about the physical world and enables them to recognise
the importance of sustainable development for the future of mankind.
The aims of geography are:
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to enable children to gain knowledge and understanding of places in the
world;
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to foster a sense of curiosity about the world in which they live;
•
increase children’s knowledge of other cultures and in so doing teach
knowledge and understanding of what it means to be a positive citizen in a
multi-cultural country;
•
to allow children to learn graphic skills, including how to use, draw and
interpret maps;
•
to enable children to know and understand environmental problems at a local,
regional and global level and promote a responsibility in sustaining their
environment for the future;
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to encourage in children a commitment to sustainable development and an
appreciation of what “global citizenship” means;
•
to develop a variety of other skills, including those of enquiry, problem
solving, ICT, investigation and how to present their conclusions in the most
appropriate way.
ICT plays an important part in geographical enquiry and information is retrieved using
the Internet. Data handling programmes are used to store and study information and
text programs allow communication in written form.
3. Teaching and learning
We use a variety of teaching and learning styles in our geography lessons. We use
whole-class teaching methods, as well as small group activities, and we combine
these with enquiry based research activities. We encourage children to ask as well
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as answer geographical questions. We offer them the opportunity to use a variety of
data, such as maps, statistics, graphs, pictures and aerial photographs, and we
enable them to use ICT in geography lessons where this serves to enhance their
learning. Children take part in role-play and discussions, and they present reports to
the rest of the class. Wherever possible, we involve the children in “real”
geographical activities, e.g.: research of a local environment problem or use of the
internet to investigate a current issue. Fieldwork is used.
4. Geography curriculum planning
Geography is planned as part of the thematic approach adopted throughout the
school and geographic skills are taught through this, where possible. The quantity of
geography taught may vary from term to term depending on the theme but coverage
of the National Curriculum is ensured through the long term plan. We have adapted
the national scheme to the local circumstances of our school, i.e. we make use of the
local environment in our fieldwork and we also choose a locality where the human
activities and physical features provide a contrast to those that predominate in our
own immediate area.
Our curriculum planning is in three phases (long term, medium term and short term).
Our long term plan maps the geography topics studied in each term during each Key
Stage. The geography subject leader monitors this to ensure good coverage in
conjunction with teaching colleagues in each phase.
We carry out the medium-term planning on a termly basis where teachers plan
together, develop ideas and share resources. In this way we ensure that the children
have complete coverage of the National Curriculum. These meetings also ensure
the coverage of relevant skills for each year group. This is key in a small school with
mixed-year classes.
Each class teacher creates a plan for each lesson. These lesson plans list specific
learning objectives. Using Chris Quigley’s Creative Curriculum, the planning is
completed through a cross curricular approach ensuring that geography has a link to
the topic being studied. We plan the topics in geography so that they build upon prior
learning. Children have the opportunity to develop their skills and knowledge in each
unit and, through planned progression built into the scheme of work, we offer them
an increasing challenge as they move through the school.
4.1 Foundation stage
Geography teaching in the foundation stage is based on the Early Learning Goals
(ELGs) set out in the Early Years Foundation Stage Framework (EYFS). Geography
makes a significant contribution to the ELG objectives of developing a child’s
‘Understanding of the World’. Pupils are encouraged to observe, find out about and
identify features in their surroundings and in the natural world, as well as people and
their communities. Opportunities are provided to enable them to find out about their
own immediate environment; to care for it; and to talk about the features they like and
dislike, to explore patterns and change and begin to make comparisons.
4.2 Key Stages 1 and 2
In Key Stages 1 and 2 pupils follow the programmes of study set out in the National
Curriculum with a thematic approach used where Geography is incorporated.
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In Key Stage 1 children build on the skills they have learned in the Foundation stage
and are taught to:
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.
During KS1 children will study the immediate locality of our school which will include
fieldwork investigations outside the classroom and a contrasting locality either in the
U.K. or overseas.
At Key Stage 2, pupils should extend their knowledge and understanding beyond the
local area to include the United Kingdom, Europe, North and South America. In
addition to the skills continued from KS1, children 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
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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 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.
5. Assessment, Recording and Reporting A record of curriculum coverage is provided through the medium and long term
planning. The subject leader monitors planning to assess curriculum coverage and
continuity and progression. Teachers use Class Track to assess the children against
the objectives covered. Work sampling, discussions with pupils and photographs of
displays also show what is being taught.
Each teacher uses a range of strategies such as observation, questioning and
marking recorded work to assess understanding. Individual progress is reported to
parents annually.
Each teacher records the attainment outcomes of the pupils, identifying knowledge
and skills, on an assessment sheet and this is updated termly. This is shared with the
subject leader and is used to assess progress.
6. Resources
The following general resources are available and are kept centrally:
• Maps of varying scales and types, atlases and compasses
• Aerial photographs
• Desk-mats with photographs and maps to compare
• Instruments for measuring and recording
In addition, a comprehensive resource list is kept centrally with the Geography
resources as well as in the Geography file.
All classrooms have their own age-appropriate globe and display wall-maps when the
theme requires it. Homework is not set regularly but may be given in the form of
questionnaires or research when the class teacher determines it necessary.
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7. Inclusion
We aim to provide equal access to geography for all children and we value personal
worth and self-esteem greatly. We reject discrimination and aim to ensure that
sensitivity and awareness of other cultures is promoted in our geography teaching.
We teach geography to all pupils, whatever their ability. We provide learning
opportunities that enable all pupils to make progress, including girls and boys, pupils
with educational special needs, pupils with disabilities pupils from all social and
cultural backgrounds, and those from diverse linguistic backgrounds. We do this by
setting suitable learning challenges and responding to each child’s different needs.
All classes are mixed ability and the class teacher is responsible for ensuring that the
geography curriculum is appropriate and accessible to all pupils and there is equal
opportunity for all. This means differentiating activities and a variety of teaching
strategies, to enable all pupils to develop their existing skills and extend their
knowledge. Teachers seek advice from the SENCo for children with special
disabilities when visits are planned.
8. Role and responsibilities
8.1 It is the responsibility of the subject leader to:
• Have an overview of geography throughout the school.
• To attend appropriate training and keep staff and governors up to date with
relevant information and developments.
• Set a good example in the teaching of geography.
• Lead monitoring activities for geography, following the school’s rolling
programme of monitoring.
• Assist others with planning, teaching and assessment.
• Monitor and evaluate continuity and progression.
• Monitor and evaluate the policy and scheme of work.
8.2 Teaching staff are responsible for ensuring that pupils in their classes have
opportunities for learning geography skills and to plan and deliver the requirements of
the EYFS outcomes and Early Learning Goals or National Curriculum.
9. Health and Safety
Teachers will refer to the school’s and LA guidelines and follow recommended
procedures regarding any educational visits, having made a preliminary visit to
assess any potential risks. The relevant risk assessments are completed for each
visit and identified in the online Rover form. A Rover form is required for all visits and
is available on www.eriding.net under Educational Visits.
This policy will be reviewed every two years or earlier if required.
Prepared by:
Mrs Z Warcup
Geography Subject Leader
Review date:
Spring 2018
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