Geography
Intent
At Gretton we have chosen to use Kapow Primary’s Geography scheme of work which aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings.
Through the Kapow scheme of work, we aim to build an awareness of how Geography shapes our lives at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.
The scheme encourages:
• A strong focus on developing both geographical skills and knowledge.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• The development of fieldwork skills across each year group.
• A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world.
• A growing understanding of geographical concepts, terms and vocabulary.
Implementation
The National curriculum organises the Geography attainment targets under four subheadings or
strands:
• Locational knowledge
• Place knowledge
• Human and physical geography
• Geographical skills and fieldwork
Kapow Primary’s Geography scheme has a clear progression of skills and knowledge within these four strands across each year group. Our Progression of skills and knowledge shows the skills taught within each year group and how these develop to ensure that attainment targets are securely met by the end of each key stage. Geographical key concepts are woven across all units rather than being taught discretely as seen in the Progression of key geographical concepts.
Our curriculum coverage document, within the Kapow Progression Map (see attachments at bottom of the page), shows which of our units cover each of the National curriculum attainment targets as well as each of the four strands in Key stage 1 and 2. The document also reflects which Development Matters statements and Early Learning Goals are met in each activity within the EYFS units.
Directly below, is an overview of when we teach each of the units across our two year cycle for Key Stage 1 and 2 (for Reception, a one year cycle is followed). The order of some of the units differs slightly from the suggested order on the Kapow Long Term Plan due to ensuring a smooth progression when we moved across to using the Kapow scheme of work, however where units have to be taught in a sequential order, we have followed this. For more detail on the content of each unit, please see the Long Term Plan attachment at the bottom of the page.
Class |
Aut A |
Spr A |
Sum A |
Aut B |
Spr B |
Sum B |
Robins (Reception) (One Year Cycle) |
To use the senses to explore natural materials To make observations of natural materials in the world around them. To compare features in the local environment to other places around the world. To compare contrasting places within the UK. |
To compare different landscapes around the world. To explore and understand life in a cold place, comparing and contrasting it with our own lives. |
To understand the characteristics of desert environments, including climate and landscape.
|
Cycle A repeated as Robins follow a one year cycle. |
||
To begin to notice some of the features of the changing seasons. To begin to recognise seasonal weather conditions. To describe the effects of different weather conditions. |
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Kingfishers (Y1/2) Mixed year 1 / 2 planning)
|
Where am I? |
Would you prefer to live in a hot or cold place? |
What is it like to live in Shanghai? |
What is the weather like in the UK? (Move to Spring for next cycle)
|
What can you see at the coast? (Move to Summer for next cycle)
|
What is it like here? (Move to Autumn for next cycle)
|
Owls (Y3/4) (Individual year group planning – units can be taught in any order within LKS2) |
Why do people live near volcanoes? Year 3 |
What are rivers and how are they used? Year 4 |
Why are rainforests important to us? Year 4 |
Who lives in Antarctica? Year 3
|
Are all settlements the same? Year 3 |
Where does our food come from? Year 4 |
Eagles (Y5/6) (Individual year group planning – units can be taught in any order within UKS2) |
Would you like to live in the desert? Year 5 |
What is life like in the Alps? Year 5 |
Where does our energy come from? Year 6 |
Why does Population Change? Year 6 |
Why do Oceans matter? Year 5 |
Can I conduct my own fieldwork enquiry? Year 6
|
Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. Our enquiry questions form the basis for our Key stage 1 and 2 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. We have designed these questions to be open-ended with no preconceived answers and therefore they are genuinely purposeful and engage pupils in generating a real change. In attempting to answer them, children learn how to collect, interpret and represent data using geographical methodologies and make informed decisions by applying their geographical knowledge.
Fieldwork includes smaller opportunities on the school grounds to larger-scale visits to investigate physical and human features such as our River Isbourne walk in Year 3/4. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods. It also gives children the confidence to evaluate methodologies without always having to leave the school grounds and do so within the confines of a familiar place. This makes fieldwork regular and accessible while giving children a thorough understanding of their locality, providing a solid foundation when comparing it with other places.
Geography lessons will happen weekly, every other half term. This enables us to teach the full curriculum with sufficient time allowed for each lesson. Wherever possible, links to Geography are made in the teaching of other subjects such as investigating other religions in R.E,, learning about different civilisations in History, as well as the study of different geographical texts in our literacy programme.
Impact
An enquiry-based approach to learning will allow teachers to assess children against the National curriculum expectations for Geography. The impact of our scheme of work can be constantly monitored through both formative and summative assessment opportunities.
After implementing Kapow Primary Geography, pupils should leave school equipped with a range of skills and knowledge to enable them to study Geography with confidence at Key stage 3. We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical
.