To explore Geography through the soles of our feet.
At St Anne’s C.E. Primary School we recognise the importance of Geography for each child, both in the here and now and in their future. We believe that geography inspires in children a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Learning at St Anne’s equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world helps them to deepen their understanding about the interaction between human and physical processes and of the formation and use of landscapes. We want the children to understand Sale, their home, and how they can protect, preserve and develop their immediate surroundings for future generations. At school we encourage children to become courageous advocates for protecting the future of our world – this is demonstrated through the actions of our Eco Committee. We believe that children should experience Geography ‘through the soles of their feet’ and promote fieldwork across our Geography curriculum.
“The study of geography is about more than just memorizing places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to help bridge divides and bring people together.” - President Barack Obama, 2012 National Geographic Bee What do we aspire to?
An inspiring and engaging geography curriculum, taught by enthusiastic staff, which stimulates pupils’ interest to help them foster a sense of wonder in the world around them, whilst developing an informed concern for the quality of the environment.
· To help pupils acquire a wide range of geographical knowledge and skills to enable them to understand the relationship between Earth and its people
· To develop pupils’ knowledge of the location of different places including their physical and human characteristics and how these provide context for understanding their geography.
· To enable children to understand how the Earth’s features are shaped, and change over time.
· To help pupils understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they change over time.
· To develop the geographical disciplinary concepts to collect and analyse information gathered through first hand experiences of the environment and to carry out geographical enquiries.
· To enable pupils to interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and recording.
· To use geography to develop pupils' learning powers in literacy, numeracy and ICT and to promote pupils' awareness and understanding of gender, cultural, spiritual and moral issues.
· To enable children to identify links to geographical understanding and concepts across all curriculum subjects to successfully answer learning challenge questions.
By the end of EYFS, the majority of pupils will be able to describe their immediate environment using knowledge from observation, discussion, stories, non – fiction texts and maps. Pupils understand the similarities and differences between the natural world around them and contrasting environments. They will be able to explain some similarities and differences between life in this country and life in other countries. This substantive knowledge is built through experiences and stories that have been read in their classes. They will be able to understand some important processes and changes in the natural world around them (including seasons and changing states of matter)
By the end of KS1, the majority of pupils have developed a knowledge about the world, the United Kingdom and their locality. Pupils understand basic- subject specific vocabulary relating to human and physical geography. Pupils who have begun to use subject specific vocabulary and have begun to develop disciplinary concepts such as including first- hand observation and fieldwork to enhance their local awareness.
By the end of KS2, children have extended their knowledge beyond that of the local area to include the United Kingdom and Europe, North and South America. They have explored the location and characteristics of a range of the world’s significant human and physical features.
Alongside the substantive concepts covered in these topics, children explore disciplinary concepts which repeat throughout to allow them to learn to investigate as a geographer would. We believe building knowledge in this way prepares children to deeply engage with other geographical learning in KS3.
- Our children are happy learners who talk enthusiastically about their learning and are eager to further their progress in Geography. They are excited about the learning opportunities given to them.
- Geography is inspiring; the children want to answer their Learning Challenge question
- WOW moments hook the children into answering questions and encourage them to be curious
- Knowledge organisers are used by teachers and pupils, this especially helps to deepen the understanding of vocabulary
- Children have said they “I like geography because it’s interesting” and that they “love learning about the world ”
- Geography challenges children, 29% of children at St Anne's felt like geography was not too easy and not too hard - they enjoyed the challenge
Whole school overview
These knowledge organisers identify the key information that your child will need to have learned by the end of their learning challenge.
How do they help children?
They provide the essential knowledge that children need to cover in their learning challenges and can be used as a reminder prompt during lessons or revision tools.
How do they help parents?
They give you a clear understanding of what your child will be learning about each term and allow you to support and further their knowledge at home if you wish to.
We have developed our own Knowledge Organisers to support the delivery of the curriculum which contains a list of technical vocabulary with definitions.
Autumn term knowledge organisers