Geography scheme of work (from Sep 2021)- St Blaise ...
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St Blaise Church of England Primary School
Exploring and achieving together
Geography scheme of work (from Sep 2021) -
Christian values underpinning learning: Together we love and respect. We are creative, we are determined, we are
confident, we are kind.
Intent
The National Curriculum (2014) forms the basis for all subject teaching ensuring continuity and progression in an age related curriculum. In
addition, teachers make sure the content is relevant and stimulating by delivering through themes and topics. Some of our children do not
have much knowledge of the world beyond our local area, so we want them to become fascinated and learn about the wider world.
Our geography curriculum has been developed because we believe that:
● Children need to be inspired with a curiosity and fascination about the world and its people.
● Children need to be equipped with knowledge about diverse places and people.
● Children need to understand the Earth’s key physical and human processes
● Children need to understand the world’s natural resources and human environments.
● Children need to have fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical
and presentational techniques.
● Children need to have highly developed and frequently utilised fieldwork and other geographical skills and techniques.
● Children need to have the ability to express well-balanced opinions, rooted in very good knowledge and understanding about current
and contemporary issues in society and the environment.
Implementation
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April 2020St Blaise Church of England Primary School
Exploring and achieving together
Geography is often the theme of a class topic. It is essential that staff plan units so that they are cross curricular, linking to subjects where
appropriate. Although geography can be dominated by knowledge we connect a series of skills through the scheme of work that are matched
to age and stage of development. Skills include geographical enquiry and map skills such as reading and creating maps as well as developing
the skills of presentation and organisation.
St Blaise School believes that trips, visits and the use of artefacts are essential in the implementation of engaging children in their geography
learning. We use local museums as well as local locations including walks around where our school is. Teaching children to respect our planet
and its people is vital; by using first hand experiences pupils have a far better understanding of its importance. Additional information about
teaching techniques can be found in our school learning and teaching policy.
We provide different topics covering a range places and aspects of geography – both local and around the world. Poplar and Maple are still on
a 2-year cycle but years 3 and 4 have now been separated. It is expected that in 2022, all classes will be single year, and this will be the
structure.
Class Term 1 Term 2 Term 3 Term 4 Term 5 Term 6
Oak Wonderful Me Autumn magic Home Sweet Home Who’s hatching? Down at the bottom of the Let’s Tinker
garden
Poplar (Year Castles Buzzing Brains (Inventors) Our Wonderful World Our Wonderful World Food Glorious Food On the Farm
Castle visit Theatre trip Museum trip Farm visit – Farmer Gows
1) Science visitor
Poplar (Year Toys through time Fizz, Pop, Bang Amazing Africa On Safari Exploring the UK My town (Didcot)
Woodstock Museum Theatre trip School twinning Cotswold wildlife park
2)
Beech (Year Scavengers and Settlers Extreme Explorers Lights, Camera, Action! Groovy Greeks Ready Steady Grow Fighting Fit
(Stone Age to Iron Age) Theatre trip Science at Abingdon school Museum - Ashmolean Oxford Botanic Garden and
3) Court Hill Residential – or Science Oxford Arboretum or Harcourt
white horse, waylands Theatre tour Arboretum
smithy Joseph production Tescos visit or farm shop
Wittenham Clumps
Willow (Year Marvellous Maps Protect our Planet (2021- Ancient Egypt Ancient Egypt Full Steam Ahead! Shocking Science
4) Local walks 2022) Museum (Railways)
Court Hill Residential Living Rainforest Didcot Railway Centre
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April 2020St Blaise Church of England Primary School
Exploring and achieving together
Recycle centre Journey on a train
Under the Canopy
(Rainforests) (2022
onwards)
Living Rainforest
Maple (Year Magnificent Mayans Earth and Beyond Earth and Beyond Around the world in 80 Around the world in 80 Lest We Forget (WW2)
Stargazing days days Train trip with evacuees
5)
Maple (Year Extreme Earth Extreme Earth Invaders and Settlers Invaders and Settlers Rivers and Waterways
6)
At the beginning of a unit of work/theme/topic children input ideas about what they want to learn and find out; often through brainstorming
questions or bringing in resources. Where possible we engage parents in supporting the initial resourcing of projects as well as offering them
show case style events that promote the learning that has taken place.
Planning will take into account the wide range of geographical vocabulary needed to enable children to speak with confidence and accuracy.
St Blaise Scheme of work
Foundation Stage KS1 KS2
Poplar Year A (Year 1) Poplar Year B (Year 2) Year 3 Year 4 Maple Year A (Year 5) Maple Year B (Year 6)
Locational Knowledge Name my town. *Name, locate and *Name, locate and *Locate and name the *On a world map, *Locate the main *On a world map
identify the four identify characteristics continents on a World countries in Europe locate the main
locate areas of similar
Say where I live countries of the United of the four countries Map. (Extreme environmental regions, and North or South countries in Africa, Asia
Kingdom (Food and capital cities of the Explorers) America. Locate and and
either desert,
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April 2020St Blaise Church of England Primary School
Exploring and achieving together
Glorious Food) United Kingdom and its rainforest or name principal cities. Australasia/Oceania.
surrounding seas. *Locate the main temperate regions. (Around the World in (Natural Disasters)
*Name and locate the (Exploring the UK) countries of (Marvellous Maps) 80 days)
world’s seven Europe inc. Russia. *Identify their main
continents (Our *Name and locate the Identify capital cities of *Locate and name the *Compare 2 different environmental regions,
Wonderful World) world’s seven Europe. (Ancient main counties and regions in UK key physical and
continents and five Greece) cities in/around rural/urban. (Around human characteristics,
oceans. (Amazing Oxfordshire (Full the World in 80 days) and major cities.
Africa) *Locate and name the Steam Ahead!) (Natural disasters,
countries making up *Locate and name the Rivers and waterways)
the *Identify longest rivers main counties and
British Isles, with their in the cities in England. (Lest *Linking with local
capital cities. world, largest deserts, We Forget) History, map how land
(Scavengers and highest mountains. use has changed in
Settlers, Ready Steady Compare with UK. *Linking with History, local area over time.
Grow) (Marvellous Maps) compare land use (Rivers and
maps of UK from past Waterways)
with the present,
*Identify the position focusing on land use. *Name and locate the
and (Lest We Forget) key topographical
significance of Equator, features including
N. *Identify the position coast, features of
and S. Hemisphere, and significance of erosion, hills,
Tropics latitude/longitude and mountains and rivers.
of Cancer and the Greenwich Understand how these
Capricorn. (Extreme Meridian. Linking with features have changed
Explorers) science, time (Around over time. (Rivers and
the World in 80 days) Waterways)
Place Knowledge *Understand *Understand *Understand *Compare a region of *Compare a region in *Compare a region in
geographical geographical geographical the UK with a region in UK with a region in N. UK with a region in N.
similarities and similarities and similarities and North or South or S. America with or S. America with
differences through differences through differences through America, eg. local hilly significant differences significant differences
studying the human studying the human the study of human area with a flat one or and similarities. and similarities.
and physical geography and physical geography and physical geography under sea level. (Around the World in Understand and
of a small area of the of a small area of the of a region of the (Protect our Planet or 80 days) explain some of the
United Kingdom, and United Kingdom, and United Kingdom and a Marvellous Maps, reasons for similarities
of a small area in a of a small area in a region in a European Rainforests from 2022) and differences.
contrasting non- contrasting non- country. (Extreme (Natural Disasters)
European country. European country Explorers)
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April 2020St Blaise Church of England Primary School
Exploring and achieving together
(Our Wonderful (Amazing Africa)
World)
Human and Physical Discuss weather and *Identify seasonal and *Identify the location *Describe and Describe and Describe and Describe and
Geography seasons daily weather patterns of hot and cold areas understand key understand key understand key understand key
in the United Kingdom. of the world in relation aspects of Physical aspects of Physical aspects of Physical aspects of Physical
(Food Glorious Food) to the Equator and the Geography (climate Geography (climate Geography (climate Geography (climate
North and South Poles. zones, biomes & zones, biomes & zones, biomes & zones, biomes &
*Use basic (Amazing Africa) vegetation belts and vegetation belts, rivers vegetation belts, rivers, vegetation belts, rivers,
geographical the water cycle)linked and mountains) linked mountains, volcanoes, mountains, volcanoes,
vocabulary to refer to: *Use basic to the Geography to the Geography earthquakes and the earthquakes and the
-key physical features, geographical theme being studied theme being studied water cycle)linked to water cycle)linked to
including: forest, hill, vocabulary to refer to: (Extreme Explorers) (Protect Our Planet) the Geography theme the Geography theme
mountain, soil, valley, -key physical features, being studied (Around being studied (Natural
vegetation. including: forest, hill, *Describe and *Describe and the World in 80 days) Disasters, Rivers and
-key human features, mountain, soil, valley, understand key understand key Waterways)
including: city, town, vegetation. aspects of Human aspects of Human *Describe and
village, factory, farm, -key human features, Geography (types of Geography (types of understand key *Describe and
house, office. (Food including: city, town, settlement and land settlement and land aspects of Human understand key
Glorious Food, On the village, factory, farm, use, economic activity, use, economic activity, Geography (types of aspects of Human
Farm, Our Wonderful house, office. trade links, distribution trade links, distribution settlement and land Geography (types of
World) (Amazing Africa, of natural resources) of natural resources) use, economic activity, settlement and land
Exploring the UK, My linked to the linked to the trade links, distribution use, economic activity,
Town) Geography theme Geography theme of natural resources) trade links, distribution
being studied being studied linked to the of natural resources)
(Scavengers and (Marvellous Maps, Geography theme linked to the
Settlers, Ready, Stead, Protect our Planet being studied (Around Geography theme
Grow!) (Rainforests)) the World in 80 days) being studied (Natural
Disasters, Rivers and
Waterways)
Geographical Skills and Make 3D maps and *Use world maps, *Use aerial *Use maps, atlases, *Use maps, atlases, *Use maps, atlases, *Use maps, atlases,
Fieldwork discuss what they atlases and globes to photographs and plan globes and globes and globes and globes and
represent identify the United perspectives to digital/computer digital/computer digital/computer digital/computer
Kingdom and its recognise landmarks mapping (Google mapping (Google mapping mapping mapping mapping
countries. (Our and basic human and Earth) to locate Earth) to locate (Google Earth) to (Google Earth) to
Wonderful World, physical features; countries and describe countries and describe locate countries and locate countries and
Food Glorious Food) devise a simple map; features studied. features studied. describe features describe features
and use and construct (Extreme Explorers, (Marvellous Maps, studied. (Magnificent studied. (Natural
*Use simple fieldwork basic symbols in a key. Groovy Greeks) Protect our Planet Mayans, Around the Disasters, Rivers and
and observational skills (Exploring the UK, My (Rainforests)) World in 80 days) Waterways)
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April 2020St Blaise Church of England Primary School
Exploring and achieving together
to study the geography Town) *Learn the eight points
of their school and its of a compass, 2 figure *Learn the eight points *Use the eight points *Extend to 6 figure grid
grounds and the key *Use simple compass grid reference (maths of a compass, four- of a compass, four- references with
human and physical directions (North, coordinates), some figure grid references. figure grid references, teaching of latitude
features of its South, East and West) basic symbols and key (Marvellous Maps symbols and key and longitude in depth.
surrounding and locational and (including the use of a (Residential), Protect (including the use of Expand map skills to
environment (Food directional language simplified Ordnance our Planet Ordnance Survey include non-UK
Glorious Food, On the [for example, near and Survey maps) to build (Rainforests)) maps) to build their countries. (Rivers and
Farm) far; left and right], to their knowledge of the knowledge of the Waterways)
describe the location United Kingdom and *Use fieldwork to United Kingdom in the
of features and routes the wider world. observe, measure and past and present. *Use fieldwork to
on a map. (Exploring (Scavengers and record the human and (Around the World in observe, measure and
the UK, My Town) Settlers (Residential)) physical features in the 80 days) record the human and
local area using a range physical features in the
*Use fieldwork to of methods, including *Use fieldwork to local area using a range
observe and record the sketch maps, plans and observe, measure and of methods, including
human and physical graphs, and digital record the human and sketch maps, plans and
features in the local technologies. physical features in the graphs, and digital
area using a range of (Marvellous Maps local area using a range technologies. (Rivers
methods, including (Residential), Protect of methods, including and Waterways)
sketch maps, plans and our Planet sketch maps, plans and
graphs, and digital (Rainforests)) graphs, and digital
technologies. technologies. (Around
(Scavengers and the World in 80 days)
Settlers (Residential))
Impact
Long term:
● That children’s experiences will support the acquisition of geographical knowledge
● That children will be able to communicate effectively to others – imparting their knowledge and enthusiasm
● That children will make decisions in life that will be underpinned by a knowledge of the world
● That children will understand the diversity of the world and will respect its natural resources and processes.
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April 2020St Blaise Church of England Primary School
Exploring and achieving together
● That children will be able to build on their knowledge throughout their education then adult life – creating lifelong learners
● That most children will have an on-going interest and in some cases a passion for geography
Assessment in geography:
● Pupil voice – to check understanding, understanding of key techniques, progression, confidence in discussing history
● Displays and books – opportunity to practice skills, varied and engaging curriculum, showcased final pieces, clear progression in skills
● Feedback from parents and guests who attend show case events
Role of the co-ordinator:
● Celebrate successes
● Collate appropriate evidence over time – this should show that pupils know and remember more over time
● Monitor the standards in the subject to ensure that outcomes are at expected levels
● Provide ongoing support/ signposting
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