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Geography

Curriculum Intent

At Valentine we aim to provide a geographical curriculum that meets the needs of our children so to facilitate cultural capital and create aspirational, confident and empathetic learners.

 

We hope to achieve this by delivering geography related skills and knowledge, by providing valuable and enjoyable experiences via visits/fieldwork and by using IT – virtual tours, Google Earth, Google maps.  Furthermore, we aim to make use of our vast school site for outdoor learning (year group allotments, the school field and outdoor classroom) in order to bring the geography curriculum to life. We believe this will enable our children to form the material and symbolic foundations we want each of them to leave school with.

 

In Geography, we start by teaching children about their immediate environment before developing their broader understanding of the UK and world’s geography; thus providing aspiration to become positive global citizens. We give children the confidence to be able to ask questions and think critically whilst considering evidence from a range of sources. We strive to develop empathy for people, animals and resources through the teaching of Geography; this is key to helping children understand interconnections between nations and both the positive and negative impacts we can have on our environment and the wider world. Through combining Geography with PSHE and British Values, we encourage our pupils to consider the impact of their choices and take action to understand and make improvements in their own school, and local communities.

 

End of Key Stage Expectations

By the end of EYFS, children will 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 and understand some important processes and changes in the natural world around them. They will be able to describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps and 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.

 

By the end of KS1, children will have developed their knowledge of the world, the United Kingdom and their local area. They will be able to name and locate the world’s seven continents and five oceans as well as name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. They will understand geographical similarities and differences between Sholing and the South Pole and  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. They will be able to 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 and key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. They will have developed their geographical skills and fieldwork to use world maps, atlases and globes and use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map. They will 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. They will also 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.

 

By the end of KS2, children will be able to name and locate counties and cities of the United Kingdom, geographical regions and their human and physical characteristics, key topographical features and land-use patterns as well as understand how some of these aspects have changed over time. They will be able to locate the world’s countries, using maps to focus on Europe, North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. They will 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). They will understand geographical similarities and differences through the study of human and physical geography of Southampton, Iceland and Brazil. They will be able to describe and understand key aspects of physical geography including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle and 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. They will extend their geographical skills and fieldwork to use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. The will use the eight points of a compass, four and six-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. Finally, they will 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.

 

If you have any questions regarding the curriculum we teach please contact the school directly

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