At Morven Park Primary School, we value the important role that Geography plays in the daily lives of our pupils. The study of geography involves our pupils exploring the relationship and interactions between people and the environments in which they live and upon which they and all life on Earth depends.
The National Curriculum will provide the structure for our geography curriculum. We will follow the aims set out below:
The national curriculum for geography aims to ensure that all 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.
At Morven Park School our geography curriculum is progressive and has continuity with the provision for geography established in the Early Years Foundation Stage. This is where our young geographers begin their journey as they explore their immediate environment and begin to gain a curiosity for the world around them. Following on from this our young geographers in years 1 and 2 begin to deepen their curiosity through an engaging curriculum and enrichment activities. These include; exploring their local environment, creating their own maps, visiting local farms and woodland. In lower KS2 our geographers begin to observe, challenge and use geographical skills to answer questions. Their learning experiences and visit to the Peak district fuels a natural curiosity and they become increasingly aware of the human geography and the part they play in it. They begin to question the valuable commodities that the world has to offer as they explore water. In years 5 and 6 our geographers begin to apply their knowledge as they explore deeper questions about sustainability and the natural environment as they study Europe and America. They can now use their knowledge and understanding to question, justify and reach their own conclusions about matters that affect them and their world.
Our curriculum aims to be inclusive in terms of delivering the same curriculum to all of our pupils irrespective of specific learning needs or disabilities and differentiating where necessary through, for example, in class support, providing different learning environments, alternative learning activities and assessment outcomes.
At Morven Park Primary School we support our pupils to become young geographers through our progressive geography curriculum plans. Our teaching promotes questioning from our pupils and critical thinking as they progress through the year groups, building upon knowledge already gained and seeking to further their own curiosity about the world in which they live. We provide varied learning opportunities for our pupils including; trips and excursions; maps; GIS; photographs; PowerPoints, drama and written work to record their outcomes. Our planning includes many enrichment activities to support our pupils in their journey to become geographers. As well as a focus on geographical knowledge following the guidelines set out in the National Curriculum we also build upon the skills that children need in order to develop and grow in their thinking and reasoning.
Teachers make summative judgements based on the assessment criteria suggested and the requirements of the National Curriculum, which underpins teachers' planning. Essentially each themed geography topic will enable pupils to fulfil the requirements to be young geographers, using geographical vocabulary and obtain geographical techniques including fieldwork and mapping skills.
By the end of Key Stage one
In Key stage one pupils working as young geographers will have demonstrated that they can use effectively a range of geographical skills and simple geographical techniques including fieldwork.
Pupils will be expected to:
Identify, describe, compare and contrast and offer reasons for the similarities and differences they observe in the physical and human geographical features of their school grounds, the locality of the school and a number of contrasting environments in the United Kingdom and around the world. In achieving this pupils will have shown a capacity to use accurately a wide range of basic geographical vocabulary together with simple fieldwork, mapping and aerial imagery techniques to observe, present and communicate geographical information. Consequently they possess a sound locational knowledge of the basic geographical characteristics of the United Kingdom, the wider world (Continents, Oceans, North and South Poles and the Equator) and can also identify, describe, compare and contrast and suggest reasons for daily weather patterns in the United Kingdom and contrasting hot and cold locations in other parts of the world.
By the end of lower Key Stage 2
In Key stage two our pupils will have built upon previous knowledge gained and be able to demonstrate the use of geographical vocabulary; geographical techniques and have developed critical thinking towards relevant geographical topics and themes.
Pupils will be expected to;
Demonstrate geographical understanding by describing and explaining in basic terms the similarities and differences in the physical and human features of their home area and parts of Europe and beyond. They will now demonstrate more detailed locational knowledge of the geographical features of the United Kingdom together with those of the other countries and locations around the world they study. In achieving the above pupils show they understand and apply some specialised subject vocabulary and use effectively more complex techniques to gather, present and communicate geographical information, including digital technologies, inside and outside the classroom.
By the end of upper Key Stage 2
Pupils will be expected to;
Demonstrate that they can interpret a range of sources of geographical information including GIS and communicate their knowledge and understanding in a variety of ways e.g. through oracy, maps, numerical and statistical techniques and writing at length. Pupils will progress with their fieldwork geographical skills and begin to offer explanations and reasons for the effects of climate change. Pupils will present data, communicate their ideas and deepen their knowledge about the way that geography affects their lives and the lives of others.
Long Term Plans 2022/23
Houses and homes.
Hibernation and British gardens.
Water, rivers, lakes and the sea.
Forest and woodlands.
My local area. Where I live and my school.
How does the weather affect our lives?
Where does my food come from?
Why don’t penguin’s need to fly?
The geography where I live, local and regional. A small area within the United Kingdom – Sherwood Forest
London and the United Kingdom
Comparison study UK and non-European country - Kampong Ayer Malaysia
The United Kingdom
Mountains, Maps, Rivers, Cities and landmarks
How and why is my local area changing?
Volcanoes – Countries in the Northern and Southern hemisphere
The Water Cycle/
Rivers – Local river studies (Trent and Derwent), flooding and pollution
Mapwork (linked to Derbyshire, educational visit) Ordnance and Survey Maps/Grid References linked to Hathersage
Equator, tropics, hemispheres and poles of the Earth.
Sustainability; How can we live for sustainably?
The geography of North America
UK and the wider world
Kirkby in Ashfield
Greece today our European neighbours.
The geography of the Americas
The Amazon – How is climate change affecting the world? And Fairtrade.
Transport fieldwork unit.