Our Lady of Lourdes Catholic Nursery & Primary School - Geography Policy Date: September 2017 Review Date: October 2019
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Our Lady of Lourdes Catholic
Nursery & Primary
School
Geography Policy
Date: September 2017
Review Date: October 2019INTRODUCTION
This subject policy is one in a series that makes up the ‘Whole Curriculum’ Statement for the
school. This policy states the school’s philosophy on how Geography will make a contribution
towards our pupil’s education.
Our Geography curriculum actively contributes to many of the aims specified in the school’s
Mission Statement. Our Lady of Lourdes (O.L.O.L) provides a broad and varied Geography
curriculum, through a variety of teaching approaches and learning situations, to meet the needs
of all our pupils. We seek to provide this for all, irrespective of gender, in accordance with our
school policies on Equal Opportunities and Inclusion and in accordance with our statutory
responsibilities under the SEN Disability Act 2001.
Inclusion
At O.L.O.L we recognise our responsibility to provide a broad and balanced curriculum for all
our pupils. All aspects of the curriculum reflect the three principles essential to developing a
more inclusive curriculum:
- Setting suitable learning challenges;
- Responding to pupils’ diverse learning needs;
- Overcoming potential barriers to learning and assessment for individuals and groups
of pupils.
PURPOSE OF STUDY
At O. L.O.L, we believe that a high-quality Geography curriculum should inspire in pupils a
curiosity and fascination about the world and its people that will remain with them for the rest of
their lives. Teaching should equip 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
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 framework and approaches that explain how the
Earth’s features at different scales are shaped, interconnected and change over time.
In accordance with the statutory orders for Geography, O.L.O.L is committed to the following
aims:
AIMS
The National Curriculum for Geography aims to ensure that all pupils:
• Develop contextual knowledge of the location of globally significant places – both
terrestrial and marine – including their defining physical and human characteristics and
how these provide a geographical context for understanding the actions of processes;
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
1• Understand the processes that give rise to key physical and human geographical features
of the world, how these are interdependent and how they bring about spatial variation and
change over time;
• Are competent in the geographical skills needed to:
- Collect, analyse and communicate with a range of data gathered through
experiences of fieldwork that deepen their understanding of geographical
processes;
- Interpret a range of sources of geographical information, including maps,
diagrams, globes, aerial photographs and Geographical Information Systems
(GIS);
- Communicate geographical information in a variety of ways, including through
maps, numerical and quantitative skills and writing at length.
CONTENT
Foundation Stage
In the Foundation Stage, Geography is taught through a range of topics throughout the year. It
makes up part of the specific curriculum area called ‘Understanding of The World’ which relates
to the children’s everyday lives, their homes, families, other people, the local environment, the
local community and the wider world. In the Early Years Foundation Stage (EYFS), teaching
and learning is practical and “hands on” and takes place both inside and outside the classroom.
This learning forms the foundations for later work in Geography.
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
• Name and locate the world’s 7 continents and 5 oceans.
• Name, locate and identify characteristics of the 4 countries and capital cities of the
United Kingdom and its surrounding seas.
Place Knowledge
• Understand geographical similarities and differences through studying the human and
physical geography of a small area of the United Kingdom, and of a small area in a
contrasting non-European country.
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
2Human and Physical Geography
• Identify seasonal and daily weather patterns in the United Kingdom and the location of
hot and cold areas of the world in relation to the Equator and the North and South Poles.
• Use basic geographical vocabulary to refer to:
- Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean,
river, soil, valley, vegetation, season and weather;
- Key human features, including: city, town, village, factory, farm, house, office,
port, harbour and shop.
Geographical Skills and Fieldwork
• Use world maps, atlases and globes to identify the United Kingdom and its countries, as
well as the countries, continents and oceans studied at this key stage.
• Use simple compass directions (north, south, east and west) and locational and directional
language [for example, near and far, left and right], to describe the location of features
and routes on a map.
• Use aerial photographs and plan perspectives to recognise landmarks and basic human
and physical features; devise a simple map; and use and construct basic symbols in a key.
• Use simple fieldwork and observational skills to study the geography of their school and
its grounds and the key human and physical features of its surrounding environment.
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
• Locate the world’s countries, using maps to focus on Europe (including the location of
Russia) and North and South America, concentrating on their environmental regions, key
physical and human characteristics, countries, and major cities.
• Name and locate counties and cities of the United Kingdom, geographical regions and
their identifying human and physical characteristics, key topographical features
(including hills, mountains, coasts and rivers), and land-use patterns; and understand how
some of these aspects have changed over time.
• Identify the position and significance of latitude, longitude, Equator, Northern
Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and
Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and
night).
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
3Place Knowledge
• Understand geographical similarities and differences through the study of human and
physical geography of a region of the United Kingdom, a region in a European country,
and a region in North or South America.
Human and Physical Geography
• Describe and understand key aspects of:
- Physical geography, including: climate zones, biomes and vegetation belts, rivers,
mountains, volcanoes and earthquakes, and the water cycle;
- Human geography, including: types of settlement and land use, economic activity
including trade links, and the distribution of natural resources including energy,
food, minerals and water.
Geographical Skills and Fieldwork
• Use maps, atlases, globes and digital/computer mapping to locate countries and describe
features studied.
• Use the 8 points of a compass, 4- and 6-figure grid references, symbols and key
(including the use of Ordnance Survey maps) to build their knowledge of the United
Kingdom and the wider world.
• Use fieldwork to observe, measure record and present the human and physical features in
the local area using a range of methods, including sketch maps, plans and graphs, and
digital technologies.
PLANNING
Organisation
The National Curriculum objectives for Geography in Key Stage 1 and 2 have been incorporated
into a 'topic based' approach which incorporates key skills. Each year group has an allocated
topic to cover, within which the key skills for Geography are taught. Our mapping sheet gives an
overview of each key stage. (Appendix A) The subject leader is responsible for taking the lead in
the planning and development of the geography curriculum.
In organising our curriculum for this subject we realise that Geography has an important role in
our pupil's moral and social development. We need to prepare our children for the life in the
world where they live and will work with other people of different cultures and ethnic origins.
The majority of pupils at O.L.O.L are from the same ethnic background and it is therefore,
important that the skills acquired in this subject help our pupils to build an informed and
balanced view of the world and their place in it. Geography is about the making of informed
judgements. Without a geographical perspective, we lack crucial skills in examining and
understanding human society. Our children's effectiveness as citizens will depend on the
historical skills of assessing and evaluating human behaviour.
Cross Curricular Links
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
4We recognise that there is a great deal of scope for cross-curricular work and integration with
other subjects and will endeavour to seek opportunities to develop learning across the curriculum
through geography wherever opportunities arise.
Cross curricular links are made in the following curriculum areas:
English
Geography makes a significant contribution to the teaching of English in our school, because it
actively promotes the skills of reading, writing, speaking and listening. We ensure that a
selection of the texts that we use in English lessons are geographical in nature. At Key Stage 2
we organise debates on environmental issues, because we believe that these develop speaking
and listening skills. Reports, letters and recording information will all develop children's writing
ability. We also use environmental issues as a way of developing the children's writing by asking
them to record information and write reports and letters.
Mathematics
Geography in our school contributes to the teaching of Mathematics in a variety of ways. We
teach the children how to represent objects with maps. The children study space, scale and
distance and they learn how to use four- and six- figure grid references. They also use graphs to
explore, analyse and illustrate a variety of data.
Personal, Social, Health and Economic Education (PSHE)
Geography contributes significantly to the teaching of Personal, Social, Health and Economic
Education. The subject matter lends itself to raising matters of economic and social welfare in
the UK and around the world. For example, children study the ways in which different materials
can be recycled and how the environments change for better or for worse. The children will also
look at how money effects the way people live in different countries. In addition, the nature of
the subject means that the children have the opportunities to take part in debates and discussions.
Computing
Computing opportunities will be made available throughout the school in the Geography
curriculum. Specific applications are available to allow individuals, groups and classes to
maximise their learning and development. The network and hardware in place within the school
provides excellent opportunity to use computing freely and is evident in the planning of
geography.
Teaching and Learning
Good practice in teaching and learning supports children with special needs and those who are
gifted and talented. In Geography, as in other subjects, our teachers recognise the need to
differentiate how they teach and plan activities for children across the spectrum of ability. Key
features of classroom practice in Geography will include opportunities to engage our children in
well planned tasks, which make use of a range of resources.
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
5Specific trips are planned to enhance our geography studies. On all trips, teachers follow the
safety and supervision procedures outlined by Sefton Education Authority.
Resources
There is a range of age appropriate resources to support the teaching of Geography across the
school. In Key Stage 2, each classroom has wall maps of The World and The United Kingdom.
The Foundation Stage and Key Stage 1 have material floor maps which enable interactive
learning to occur. Each year group has a globe, age appropriate atlases and a range of text books
and other teaching materials including DVD’s and practical resources that support the curriculum
topics being studied. These are being added to on a continual basis, as the school has introduced
new topics since September 2014.
The school now has access to ‘Digimap for schools’ which is digital map referencing software
that the teachers and children can access via the internet both in school and at home. This is an
invaluable resource, as it supports teachers and children in interpreting a range of sources of
geographical information, including maps, diagrams, aerial photographs and Geographical
Information Systems (GIS).
Display
In accordance with our school guidance on display, Geography is displayed within the classroom
representing the geography focus and/or cross-curricular approach. Clear headings, explanations
and questions are an integral part of Geography display. Work is mounted well and attractively
presented in order to enhance the classroom environment and to recognise good quality work
produced by the children.
Homework
Children are not provided with formal homework for Geography, however they can be asked to
carry out research on a particular location or geographical phenomenon (that is occurring
somewhere in the world) to promote further understanding based on work in class.
Parental Involvement
Parents play an important and valuable role in supporting educational visits that enhance cross-
curricular topics, which are geographically based, e.g the Year 3 trip to Birkdale Village; the
Year 4 visit to the Eco-Centre to learn about how our local coastline is protected against the sea;
the Year 5 visit to Liverpool to study rivers and other local community visits.
PUPIL PROGRESS
Progression
Our school mapping sheet indicates what aspects of study are being covered and where. This is
the means by which we monitor progression and continuity in this subject across the key stages.
Monitoring and evaluation of coverage, planning, children’s work and display is carried out by
the subject leader.
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
6Assessment, Recording and Reporting
Assessment is an integral part of the teaching and learning process as emphasised in our school
Assessment policy. In the teaching of geography, its purpose is to enable teachers to:
• Identify what has been taught and learnt;
• Recognise the ability, achievement and progress of individual pupils;
• Provide children with tasks appropriate to their needs;
• Establish pupil’s needs as a basis for future planning / teaching.
Evidence of pupil’s attainment will occur in a variety of ways:
- Observing pupils working
- Listening to and questioning pupils
- Discussing pupil’s work
- Our Lady of Lourdes Whole School Assessment Tracker is used to monitor progress and
development.
At the beginning of the school year, parents are invited to attend a year group curriculum
meeting in which information regarding all subjects is provided including Geography. Parents
also receive half termly newsletters with information regarding areas their children will be
studying during the half term. At academic review meetings (Autumn, Spring and Summer
terms) they are informed of their child’s progress in this subject in relation to National
Curriculum subjects and work is shown and discussed. An annual report to parents includes an
appropriate section to record progression.
REVIEW AND STAFF DEVELOPMENT
This policy is reviewed biennually in consultation with staff. Following this review
recommendations are made for the development of the subject.
To monitor the teaching of Geography in each year group by looking at planning, children’s
work and meeting with children to discuss what they have learnt.
- To ensure the Geography Curriculum Map continues to reflect the new national
curriculum and the topics being taught by each year group.
- To continue to provide updates to the school website, including any changes to the
curriculum overview.
- To carry out an audit of Geography resources and carry out purchases to support teaching
of Geography topics.
- To provide an informal drop-in session after school for new staff and staff who are not
yet confident with the Geographical ICT package called ‘Digimap’. This package is
designed to support teachers and children in interpreting a range of sources of
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
7geographical information, including maps, diagrams, aerial photographs and
Geographical Information Systems (GIS). The objective is that all teachers can
confidently add Digimap to their planning, ensuring that children are given opportunities
to use it the classroom and the ICT suite. This will enrich both teaching and learning in
Geography.
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
8Appendix A
OUR LADY OF LOURDES CATHOLIC NURSERY AND PRIMARY SCHOOL
GEOGRAPHY CURRICULUM OVERVIEW
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Nursery All About Christmas Percy’s Park The Garden Creepy Under the
Me! Countdown Crawlies Sea
Reception Our Voices Celebrations Save the Spring into Once upon a Around the
Planet Action! time World in 80
Children learn Children learn days
the name of about Children learn Children
their own Bethlehem about the solar learn about We focus on
town and find and Nazareth system and different a new
out about through the planet earth. habitats and country each
where they Christmas We talk about find out week and
live. They story. the about the travel to that
describe their geographical different destination
own house and features e.g crops grown for a special
who lives mountains, by farmers. 'wow' day
there. They hills, rivers
also learn their and desert etc
address. and how to
look after the
planet.
1 Come What’s in the From snail to Planes, Footprints in Victorian
Outside Dressing-up whale Trains and the sand Southport
Box Automobile
Children will Children will s Children will
use simple Children will use maps, They will use aerial
fieldwork and compare the atlases, globes Children identify photographs
observational Christmas and digital will locate seasonal and and digital
skills to study traditions in mapping to and identify daily weather mapping to
the geography England to locate the patterns in the aid their
of their those in countries and characteristi UK and of a study of their
school. They Germany. describe cs of the location in a local area -
will make features four hot part of the Southport.
simple plans studied. countries world near to
and maps of and capitals the Equator.
their school of the United
environment Kingdom.
and will
construct basic They will
symbols in a use aerial
key. photographs
to aid their
research.
2 Flour Power! Around the Lego City Let it Grow!
World in 80
days
Children will Children will Children will use simple Children will use simple
use maps/ investigate the compass directions (North, fieldwork and observational
atlas and world's oceans South, East and West) and skills to study the geography of
digital and continents locational and directional their school and its grounds and
mapping to and explore language [for example, near the key human and physical
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
9locate the weather and far; left and right], to features of its surrounding
countries and and climate in describe the location of environment.
describe the United features and routes on a map.
features Kingdom and They will also use aerial
studied. They around the photographs and plan
will start by world. perspectives to recognise
studying the landmarks and basic human
British Isles. and physical features; devise a
simple map; and use and
construct basic symbols in a
key.
3 Birkdale Birkdale and Food, Bloomin' Tomb Let's Rock!
Beckons... Beyond! Glorious Marvellous Raiders
Food! Stonehenge
Children will Children will Children will
use maps, use maps, use maps, Children will
atlases and atlases and atlases, globes use maps,
globes to globes to and digital atlases, globes
locate counties locate and mapping to and digital
and cities in describe locate Egypt mapping to
the U.K. They counties and and the River locate
will visit cities in the Nile. Stonehenge.
Birkdale U.K. They
Village to will use digital
complete mapping
fieldwork on sources such
the human and as Digimap
physical and Google
features of the Earth to
locality. They examine the
will use their land use in
findings in and around
addition to Liverpool,
other sources, looking at the
such as digital changes in
mapping, to landscape.
draw their Once back at
own maps. school they
They will use will use their
the 8 points of findings to
a compass and draw their
write own maps.
directions to They will use
locate various this
features of the information to
local area. create their
own maps.
Children will
use the 8
points of a
compass to
help them
explore
Liverpool.
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
104 Attack and Frozen Smashing Wondrous
Defend A Study of Saxons Waters
the Arctic British A European
Children will Circle settlement by study of the
locate the Children Anglo Saxons Netherlands
world’s will identify and Scots
countries, with the position (3 WEEKS) Children will
a focus on and learn about
Europe and significance Children will geographical
countries of of latitude, study the key similarities
particular longitude, human and and
interest, such Equator, physical differences
as England, Northern geographical through the
France and Hemisphere, features of the study of the
Italy. Southern countries of human and
They will Hemisphere, the United physical
focus on the Arctic and Kingdom, and geography of
human aspect Antarctic develop an the Uk and the
of the Roman Circle. understanding Netherlands.
invasion; of how some
including: Children of these
settlements, will learn aspects Children will
land use, about changed as a use maps,
economic geographical result of the atlases, globes
activity similarities Saxon and digital
including and invasion. mapping to
trade links and differences locate the
the through the Netherlands
distribution of study of within Europe.
natural human and
resources. physical Children will
geography use the eight
of a region points of a
within North compass, four
America. figure grid
references,
Children symbols and
will study key (including
the Human the use of
Geography Ordnance
of the Arctic Survey maps)
Circle, to build their
including: knowledge of
settlements, the
land use, Netherlands
economic within Europe.
activity
including
trade links
and the
distribution
of natural
resources
including
energy,
food,
minerals and
water
supplies
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
115 Ferry Across Out of this Our The Vicious The Library Viva Espana!
the Mersey World Precious Vikings of Secrets
Planet Children will
Children will Children will use maps,
look at the Children will Children study the key atlases, globes
River Mersey, look at will study human and digital
find its source countries and the key geographical mapping to
and look at the continents of geographical features of the locate Spain
features of a the world and features of countries of and learn
river system. take a look at our planet, the United about its
They will use how these and develop Kingdom, and physical and
mapping skills look from an develop an human
to locate space using understandin understanding geographical
Liverpool online maps g of how of how some features.
within the such as some of of these
wider world. Google Earth. these aspects aspects
They will use They will also have changed as a
the eight locate these changed result of the
points of a areas using over time. Viking
compass, maps and invasion.
focusing on globes.
the use of an
ordinance
survey map of
Liverpool.
They will also
use four figure
grid
references,
symbols and
keys.
6 Keep Calm and Carry On Run for your Lives! The Amazing Americas
Children will look at WW2 Children will study a variety To locate the world’s countries,
Invasion Maps to locate the of aspects of physical using maps to focus on South
world’s countries. Then they Geography, including: America, concentrating on their
will focus in on Europe and volcanoes and earthquakes environmental regions, key
countries of particular interest to (looking at the volcano at physical and human
this topic. Yosemite and earthquakes in characteristics, countries, and
San Francisco to ensure N. major cities
They will use maps, atlases, America is covered)
globes and digital mapping to Understand geographical
locate countries and describe They will learn about the similarities and differences
features studied. significance of the through the study of human
geographical zones of the and physical geography of a
world including: climate region within
zones, biomes and vegetation South America.
belts and mountains.
Locate famous landmarks
throughout South America.
Use maps, atlases, globes and
digital/computer mapping to
locate countries and describe
features studied.
Our Lady of Lourdes Catholic Nursery & Primary School Geography Policy Statement
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