Geography is an integral part of providing a broad and balanced curriculum at Victoria Primary Academy, significantly contributing to igniting and sustaining curiosity and a love of learning to last a life time. We aim to equip pupils with a knowledge of diverse places, people, resources and natural and human environments. Children will gain an understanding of the Earth’s physical and human processes and how these interact and impact the formation and use of landscapes and environments.
Through good quality geography opportunities children will become competent in skills of collecting and analysing information deepening their understanding of geographical processes.
At Victoria Primary Academy we tailor Geography provision to maximise on the use of an enquiry based approach within our locality and through field trips, actively involving children collecting geographical data.
Geography plays a vital role in supporting the Victoria Values of respect and responsibility both in our locality and as global citizens. It is fundamental to growing independent confident future citizens with skills, knowledge and personal qualities who can make a positive contribution to their community.
Geography plays an essential role in broadening and enriching pupil’s vocabulary, working both independently and in groups to communicate geographical information. A clear focus on age related key acquisition skills for Geography and subject specific command words for each year group aim to support good progress throughout KS1 and 2.
At Victoria Primary Academy children will:
- Develop knowledge and location of globally significant places – both terrestrial and marine
- Define physical and human characteristics of these places and how these provide a geographical context for understanding the actions of processes
- 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
Use geographical skills 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.
Teaching a Broad and Balanced Curriculum for education recovery DfE June 2021 states:
In all key stages, to make sure pupils have gained adequate knowledge of different places, teaching can explore a few well-chosen locations in some depth. Prioritising the regular use of atlases and maps can reinforce pupils’ locational knowledge and their sense of place. Geographical fieldwork remains important throughout key stages 1 to 3. Please see the Schools coronavirus (COVID-19) operational guidance - GOV.UK (www.gov.uk) for the Department for Education’s latest advice regarding educational visits.
At key stage 1:
- Key knowledge and skills, including basic locational knowledge such as the names and locations of the world’s continents and oceans, should be the focus to address missed education and provide the basis for knowledge that will be needed later.
At key stage 2:
- Curriculum adjustments should prioritise critical underpinning knowledge, such as weather and climate, geology, topography, trade links, and natural resources and their distribution. Schools might choose to teach these concepts using an example of a region (for example, the Amazon rainforest). These aspects of geography, as well as locational knowledge, are fundamental to pupils’ understanding of the interconnectedness of geography, as seen for example through biomes, or the location and development of settlements. A secure grasp of this underpinning knowledge will ensure that they are ready to learn subsequent knowledge about human and physical processes.
At Victoria Primary Academy:
- Teaching and planning needs to demonstrate activities to develop locational, place, human and physical geography knowledge, geographical skills and fieldwork.
- Planning is based on the Edison Framework and is linked back to the National Curriculum for Geography. It allows for depth of understanding and opportunities to make links between learning in geography and other curriculum areas.
- The Edison units are progressive and build on and consolidate previous learning. They facilitate the development of geographical skills identified in the Edison Key Acquisition document. In units where the driver is geography this should be evident in the balance of time dedicated to geography during the topic. When teaching, it needs to be made explicit that this is a geography lesson.
- Pupils are taught age appropriate geography vocabulary and encouraged to use it.
- Pupils use the COWWS or HOTCLUB acronym to support them in structuring how they describe a geographical location.
- Maps, globes and interactive maps are used regularly to support pupils in developing mapping skills.
- All classes will have a permanent geography display that should be referred to regularly. This includes key command words for the year group and previous year groups, a globe and a world and UK map. The display will be updated to reflect global events in the news and illustrate cross curricular links.
- Pupils with additional needs are supported to access the learning as appropriate depending on their need. Pupils with physical disabilities may need access to specialist tools or resources. Obstacles to accessing field work activities need to be considered. Some pupils will benefit from pre teaching of key vocabulary. Some pupils may benefit from additional time or support from an adult to complete their work.
For more information, please contact the Geography Subject Leader:
Mrs N Walmsley