Geography at Reydon Primary School
History | AUTUMN | SPRING | SUMMER |
YEAR 1 | The United Kingdom Location knowledge, place knowledge, weather patterns
| An island Home Struay (Katie Morag) Comparison to where the children live. Simple map, compass directions N, S, E, W, landmarks, simple human and physical features. Map skills
| Fieldwork Project – A local area study of the school and grounds LOCAL STUDY Simple fieldwork and observational skills to study the school and its grounds and the key human and physical features of its surrounding area. Simple human and physical features |
YEAR 2 | Continents and Oceans Australia part 1 Location knowledge, place knowledge, human and physical geography,
| Australia part 2 Comparing Australia to UK / Southwold Location knowledge, place knowledge, human and physical geography,
| Field Work Project Local Village study - Reydon Geography skills and fieldwork |
YEAR 3 | Europe Human and Physical geography, location knowledge
| . The United Kingdom Location and place knowledge, geographical skills, human geography | Fieldwork Project Local river study Geographical skills and fieldwork
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YEAR 4 | Brazil Location knowledge, place knowledge, physical geography, human geography, geographical skills
| Mountains, Volcanoes and Earthquakes. Location knowledge, place knowledge, physical geography, human geography, geographical skills | Fieldwork Project – Local study tourism in Southwold Geographical skills and fieldwork, human geography |
YEAR 5 | Scandinavia Locational and place knowledge, physical geography, geographical and fieldwork skills
| Fieldwork Project – Local study Coastal Erosion Locational and place knowledge, physical geography, geographical and fieldwork skills
| Global Trade Locational and place knowledge, physical geography, geographical and fieldwork skills
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YEAR 6 | Shackleton’s Antarctica Locational and place knowledge, physical geography, geographical skills
| The United States of America Locational and place knowledge, physical geography, geographical skills
| Fieldwork Project - Local study of a Beccles a Fairtrade town Locational and place knowledge, human and physical geography, geographical and fieldwork skills
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Curriculum Intent
At Reydon, we study Geography each term with Geography informing the ‘Homework Menu’ that is offered to all children. We aim to equip pupils with knowledge about places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
Geography units are carefully planned to enable children to develop their geographical knowledge and skills through a carefully sequenced and coherent curriculum building on children's prior learning and using the following key concepts.
As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The national curriculum for geography aims to ensure that all pupils:
Curriculum Implementation
Geography is sometimes used as a topic focus for the term as a key topic (as is History) but we also aim to ensure that it is integrated into other areas of the curriculum and the basic skills are taught throughout the year through cross curricular work.
Key stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to:
Locational knowledge
Place knowledge
Human and physical geography
Geographical skills and fieldwork
Key stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Pupils should be taught to:
Locational knowledge
Place knowledge
Human and physical geography
Geographical skills and fieldwork
Curriculum Impact
At the end of each key stage, the children’s learning is assessed against the age-related expectation bands that are based on the 2014 National Curriculum statements for Geography. At Reydon, we use summative assessment to determine children’s understanding and inform teachers planning. This is reviewed on a termly basis by the subject leader, who also carries out regular learning walks, book scrutinies and lesson observations.