Intent:
The intent of the Geography curriculum at Manea Community Primary school is to foster a deep understanding and appreciation of the world, its diverse cultures, and physical features. It aims to instil a sense of curiosity and awe about the natural and human-made environments, developing pupils' knowledge, skills, and attitudes to become responsible global citizens.
Implementation:
1. Sequenced Curriculum: The Geography curriculum is thoughtfully designed, ensuring that the learning builds upon previous knowledge and skills. It provides a broad and balanced range of topics, covering local, national, and global perspectives. The sequencing of content is logical and coherent, enabling pupils to develop a holistic understanding of geographical concepts.
2. Engaging Learning Experiences: Teaching and learning in Geography are highly engaging. Lessons incorporate a range of resources such as maps, atlases, globes, photographs, documentaries, fieldwork, and guest speakers where possible. Practical investigations, virtual visits, and real-life case studies are used to connect knowledge to pupils' own lives and local environment, promoting active participation and deep learning.
3. Fieldwork Opportunities: The Geography curriculum provides numerous opportunities for meaningful fieldwork experiences, both within the local area. Pupils are encouraged to explore their locality, investigate geographical questions, and engage with the natural and built environment. These experiences are carefully planned, linked to the curriculum, and promote pupils' investigative and observational skills.
4. Integration with Other Subjects: Geography works with other subject areas, such as History, Science, and Literacy, to enhance cross-curricular learning. It promotes the development and application of key skills in research, data analysis, critical thinking, and communication. This integration not only strengthens pupils' knowledge but also reinforces the significance of geography in understanding the world as a whole.
5. Cultural Diversity and Global Perspectives: The Geography curriculum celebrates cultural diversity and promotes a multi-perspective approach. Pupils explore global issues, appreciate different cultures, and develop empathy towards others. They investigate global challenges, such as climate change, migration, and sustainable development, developing an understanding of their interconnectedness and their potential impact on society.
Impact:
1. Acquisition of Knowledge: Pupils have a secure and broad knowledge base in Geography, encompassing a wide range of physical and human features, places, and processes. They can describe and explain geographical concepts, make connections between different topics, and relate their learning to the wider world.
2. Skills Development: Pupils demonstrate high levels of geographical skills, including map reading, fieldwork techniques, interpretation of data, critical thinking, and effective communication.
3. Geographical Thinking: Pupils exhibit a deep understanding of geographical concepts and demonstrate the ability to think critically and conceptually about global issues. They can apply their knowledge and skills to identify solutions, propose actions, and make informed judgments about real-world problems.
4. Cultural Awareness and Global Citizenship: Pupils show a strong awareness and appreciation of cultural diversity, valuing different perspectives and understanding the importance of respecting other cultures. They actively engage with global issues, demonstrating empathy, responsibility, and a desire to make a positive difference to the world.
5. Enjoyment and Engagement: Pupils display enthusiasm and interest in learning about Geography, actively participating in lessons, and requesting further exploration of topics. They have a growing curiosity about the world and a desire to continue their geographical learning beyond the classroom.
Reception |
| Autumn | Spring | Summer |
Reception Understanding of the world Draw information from a simple map. Recognise some similarities and differences between life in this country and life in other countries. Explore the natural world around them. Recognise some environments that are different to the one in which they live. Early Learning Goal Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps. Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps. Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class. Understand some important processes and changes in the natural world around them, including the seasons. | KS1 Cycle A | Villages, towns and cities Where we live
| Non-European Country-Mexico
| The United kingdom
Mountains, Rivers and Coasts |
KS1 Cycle B | Weather and seasons Hot and Cold Places
| Our School | Continents and Oceans
Routes and Journeys
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LKS2 Cycle A | Using and making maps UK cities | Celebrating our world
| Water and the water cycle The shape of the land | |
LKS2 Cycle B | Europe- Focus on Greece
South Aegean islands
| UK regions
Lake District | Volcanoes
Earthquakes and Tsunamis | |
UKS2 Cycle A | The earth in space
Mapping the world | World countries and capitals | Trade and economic activity.
Sustainable living | |
UKS2 Cycle B | Biomes and vegetation belt | Settlement and Migration Natural Resources
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North America South America
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Remaining units to be updated shortly
KS1 | |
Unit | Knowledge to be learned and retained. |
Continents and Oceans | Children are able to name, locate and describe the 7 continents and 5 oceans of the world. |
The United Kingdom. | Children are able to name and locate the four countries of the UK and their capital cities. Children can describe physical features of the UK using basic geographical language including the names of seas and oceans nearby. |
Our School Fieldwork | Children can locate school on a map of Manea, describe the layout of school using human and physical features, and discuss a journey to school using human and physical features. |
Where we live Fieldwork Manea Link | Children can identify different types of housing in the locality of the school. They are able to discuss how their locality is used for leisure and work. |
Weather and seasons. (Can be changed to a weekly teaching episode during register through weather checking routines.) | Children can use basic vocabulary to describe the weather of the UK. The children can then use this language to describe the seasonal changes that happen in the UK. Children start the understanding of extreme weather and use the related vocabulary. |
Non-European Country | N/A |
Hot and cold places | Children can explain where polar, desert and rain forests can be found on a globe or atlas. They are beginning to connect these locations to the equator. They can make simple descriptions of these regions. |
Mountains, rivers and coasts | Children can name mountains, rivers and costal locations and make simple descriptions of these Physical geographical features. |
Villages, towns and cities | Children can name villages that are local to them; towns that are local to them; cities that are local and important to them and make simple descriptions of these human geographical features. |
Routes and journeys | Children can discuss routes and journeys that they take in their locality and further afield. They understand some animals make special journeys each year. Children can use geographical language to describe journeys. |
LKS2
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Using and making maps. | Children can name the cardinal points of a compass; common symbols used on maps and use the grid system to locate places. |
Uk Cities and Counties | Children can name some cities of the UK including our local cities of Ely, Peterborough and Cambridge. They will know their county is Cambridgeshire and we are in the fenland district. Children will name some other counties of the UK. |
UK Regions | The children understand that the UK is broken down into different regions and can describe the landscapes of some of these and how the land is used in the area of Manea. |
Lake District | The children are able to describe a region different to our local region. The children will be able to discuss the River Derwent in detail. The children will understand the industry of tourism for Keswick and discuss the pros and cons of this. |
Europe | N/A |
The shape of the land | Children are to discuss how mountains and rivers contribute to the landscape. Children can name significant mountains and rivers in the UK and world wide. |
Volcanoes | Children can explain what a volcano is and use appropriate vocabulary to explain the process in simple terms. Children will be able to discuss where volcanoes are found and how this links to the make-up of the earth interior. They will also be able to discuss the advantages and disadvantages of living near a volcano and explain how an eruption can cause global impacts. |
Earthquakes and tsunamis | Children will be able to describe earthquakes and tsunamis and the damage caused. The children will be able to use the correct vocabulary to describe the process in simple terms. |
Water and the water cycle | Children will understand that water is a key natural resource and will understand its importance in our lives. They children will also begin to understand the water cycle. All children will know that they need to use water wisely. |
Celebrating our world | This unit is a consolidation unit where children will be able to develop their sense of wonder around the world. Children will be reinforcing their skill sin working with the world map. |
UKS2 | |
Mapping the world | Children can locate the equator and other key features such as tropics of cancer and Capricorn, on a globe or atlas map and explain the significance. They will know about lines of latitude and longitude and how they can be used to locate places. |
The earth in space | The children can locate the prime meridian on a globe or world atlas map and how it is used in measuring time. The children will locate the tropics of cancer and Capricorn and the Arctic and Antarctic Circles and relate them to overhead sunshine or midnight sunshine. |
Biomes and vegetation belts | The children will be able to describe a biome and name at least two examples. They will also know that biomes cover very large areas and are the result different climate conditions. Children will also be able to discuss plants and animals that inhabit different biomes. |
World countries and capitals | The children will name a range of countries around the world and their capital cities. (Map these to include countries visited in history topics) |
Settlement and migration | Children will understand settlement patterns and the way they are changing. They will understand the concept of migration from history. They will also understand how people become refugees and the challenges they are face. |
North America | Children will have an outline knowledge of the key human and physical features of North America and are able to locate and describe the Caribbean. |
South America | Children can locate South America on a globe and on a 2D map and locate and describe some of its significant features. They will be able to talk about one or more of the continent’s large cities and some of the issues it faces as it grows. Children will also make a comparison of Lake Titicaca and East Anglia |
Natural Resources | Children will know the resources that are used and where they come from. They will become aware of environmental considerations and know that people need to conserve resources and use them wisely. |
Trade and economic activity | Children will understand about different types of work. Why trade has evolved and how it affects their lives. They will also have a growing awareness of global inequalities and how some people in the poor nations get paid very little for their produce. |
Sustainable Living | Children will understand that sustainability involves thinking about quality of life now and in the future and that simple choices can affect the future. Previous geographical skills will be applied to identify how we live in an unequal world where access to different key resources varies enormously. |
Key stage one | Lower Key Stage 2 | Upper Key Stage 2 | |||
Locational Knowledge | |||||
Africa Antarctica Arctic Ocean Asia Atlantic Ocean Australasia Equator Europe | Indian Ocean North America North Pole Pacific Ocean South America South Pole Southern Ocean | United Kingdom County Region District county | Equator North pole Northern hemisphere South pole Southern hemisphere Prime meridian Tropic of cancer
| Tropic of Capricorn Greenwich International date line Time zone Capital Country Global
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Place Knowledge | |||||
Atlantic Ocean Belfast Cardiff Celtic Sea Edinburgh England English Channel Irish Sea | London North Sea Northern Ireland Scotland United Kingdom Wales
| Intercity Thames Pennines Jurassic Coast Norfolk broads Giants causeway Derwent water
| Keswick Sicily Nile Silk Road* West Indies
| Antarctic Circle Arctic Circle
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Human and Physical Geography |
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Aborigine Autumn avocado Bank Beach Beachcomber Blizzard Building Bungalow Cactus Camel canopy Capital City Change City Cliff Cloud Coast Cold Community Continent Council Country Deforestation Desert Detached-house Drought Dune Environment Feature Flood Flow Fog Gale Grounds Headland Heatwave Hibernate Hill Hospital Hot Hurricane Inputs Island Job Landmark Leisure Local Marsh Meerkat Midnight Migration Motorway Mountain Range Mouth | Mudflat Northern Lights Oasis Ocean Osprey Outputs palm tree Path road Peak Penguin Polar bear Pollution Rain Ridge River Road safety Rock stack Rocky outcrop Saguaro School Sea Season Semi-Detached Senior citizen Services Shields Shop Showers Silhouette Skyscraper Snow Source, Space Spice Spring Stream Street Summer Sun Swallow Terminal Terraced house Tornado Town Train station Transport Traps and gratings Travel Tributary Valley Village Warm Wildebeest Winter World | administrative area Aftershock Ancient world Ash Barrier Borehole boundary Canyon Catchment (River) city Civilisation Cluster coat of arms Community Condensation crater Crops Crust Deforestation Delta Drain Drill Earthquake Environmental issues Erupt Evaporation Explorer Fertile Flood Glacier Gorge Human features industry, Lake land use Landscape Lava Location logo Magma Mantle | Marsh Monitoring centre Moor Mountain Mountain pass Mountain range Mouth National Park Particles Peak Physical features Plate boundaries Reservoir Seasonal work Seismometer Settlements Slope Source Tank Tarn Tectonic plate Tourism trade Tributary Tsunami Vent Volcano Water Water butt Water cycle Waterfall Waterworks Weather chart Weir Well Zone
| Barter Border country Cactus Campaign group Carbon footprints Charity shop Choice Community Convection Date palm Drought Electricity Environment European union Export Fair trade Flood Food miles Fossil fuel Futures Goods Hydrant Immigrant Income Inequality Jungle Landlocked Life expectancy Logging Massai Migration Mineral Mirage Monument
| Oasis Oil Orbit Organic Passage Planning Population Primary activity Rainforest Ranching Recycle Refugee Reservoir Sand dune Savannah Season Secondary activity Shipping route Shopping centre Silhouette Skyline Soil Sustainability Sustainable Tertiary activity The commonwealth Trading bloc Trail Trek Tropics Turbine United nations Water conservation Wealth
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Geographical Skills and Fieldwork |
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Address Area Atlas Code Compass Destination Digital Direction Direction Globe Holiday
| Image Journey Key Map North Plan Postcode Route Route Symbol Travel Webcam
| Address Cardinal Points Code Column Column Compass Contour line East Grid reference Grid reference journey Logo | North Ordinance survey picture map Pole Star route Row South Symbol West Pattern
| Axis Map projection North point index Satellite image Pattern Food Miles Label Survey
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The resources below will support the children in acquiring the knowledge needed. You can use these at home to discuss your child's learning.