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EXCELLENCE – HAPPINESS AND NURTURE – POWERFUL LEARNING Subject Intent - Geography Pupils will develop: An excellent knowledge of where places are and what they are like.

Key Threshold Concepts

An excellent understanding of the ways in which places are interdependent and interconnected and how much human and physical environments are interrelated.

Investigate places This concept involves understanding the geographical location of places and their physical and human features.

An extensive base of geographical knowledge and vocabulary. Fluency in complex, geographical enquiry and the ability to apply questioning skills and use effective analytical and presentational techniques. The ability to reach clear conclusions and develop a reasoned argument to explain findings. Significant levels of originality, imagination or creativity as shown in interpretations and representations of the subject matter. Highly developed and frequently utilised fieldwork and other geographical skills and techniques. A passion for and commitment to the subject, and a real sense of curiosity to find out about the world and the people who live there. The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current and contemporary issues in society and the environment

Investigate patterns This concept involves understanding the relationships between the physical features of places and the human activity within them, and the appreciation of how the world’s natural resources are used and transported. Communicate geographically This concept involves understanding geographical representations, vocabulary and techniques.


EYFS

Where We Live. School Environment – Godley Ask questions about aspects of their familiar world. Talk about things they have observed such as plants, animals, natural and found objects

Where we go on holiday The Seaside Identify similarities and differences in relation to places, objects, materials and living things as well as how environments might vary from one another

Comparison of environments Jurassic Vs today Observations – compare and contrast Land, Air, Sea – modes of travel – maps and globes

Godley Primary Geography Learning Journey

Daily Weather – seasonal changes

Year 1

Locality study of Godley What is this place like? What will I see in this place? Fieldwork - school grounds Simple sketches. Collect simple data e.g. pedestrian count. Human and physical features. Use maps, pictures and aerial photographs

The UK- countries, capitals, physical features, human features Maps – look at a basic map of the UK showing countries and capital cities

The World – Use maps of the world and a globe– locate continents, oceans and seas. Find countries of relevance and use gapminder to research

Year 2

Locality Study of Manchester Identify key features of location. Identify physical/human features. Fieldwork – Godley recognise landmarks, human and physical, collect data explain simple patterns – e.g. traffic survey

Comparison StudyKathmandu and Manchester. Key features of locations Compare physical/human features. Fieldwork – rainfall collection – compare with Kathmandu Compare and contrast.

Weather and Climate – Focus on extreme weathers – link to Nepal.

Compass points – 4 points, simple map, basic key, simple grid ref. B1, A2

Physical Geography Volcanoes and Earthquakes. Changes overtime. Locate these key features across the world.

Physical Geography - Rivers and Mountains. Focus on relief maps. Changes over time Water Cycle. Locate physical features across the world. Suggest where in the world an aerial photo or satellite image shows, explaining reasons for their suggestions and describe what a locality might be like.

Comparison study of two regions of the UK – Hyde and Castleton. Human/physical Geography. Fieldwork study of local area. Measure and collect info (e.g. collect data on the wind) Suggest source material. locate the information needed.

Year 4

Human Geography Settlements and land use – e.g. why build a settlement next to a river – pros and cons. Fieldwork - land use survey of Godley. Explain own viewpoints about locations – symbols for a key – symbols for views and feelings. Research changes over time.

Mapping skills. Use fictional maps for key skills - compass, grid references and keys. Apply to real maps.

UK – countries, regions, cities, geographical featureschanges over time. UK map – showing regions, major cities, rivers and mountains. Fieldwork – Hyde -more detailed field sketches, symbols for a key. Observe, measure and record human geography – land use survey

Year 3

Year 3 and 4Compass points – 8 points, simple map, 4 figure grid references, symbols and key to communicate knowledge Year 5 and 6 - Compass points – 8 points, simple map, 6 figure grid references, ordnance survey maps, pattern maps – climate, population

Year 5

Locational knowledge of places in the world linked to the lines of latitude . Fieldwork: Field sketches show understanding of pattern, movement and change. Take photos and compare on Gapminder. Use a scale. locate info with speed and accuracy. Use key to make deductions.

World countries focus The Americas, Countries of North/south America – Biomes – rainforests and/or deserts. Physical Geography Human/physical features

Human Geography Industry and trade – study of China Compare the UK industry in the past with today. Analyse data and statistics – draw conclusions

Year 6

Comparison study of Paris/Manchester. Descriptions of physical and human geography. Fieldwork Field sketches show understanding of pattern, movement and change. Use a scale.. locate info with speed and accuracy. Use key to make deductions.

Locate countries in the world. Focus on Europe. Physical/human features Key landmarks Relief maps and temp maps Volcanoes – build on work from year 4

Settlements and trade links, distribution of natural resources – with a focus on oil Which countries supply oil? Compare these countries – physical and human geography.

Year 7


Geography – Key Threshold Concepts – Year 1 & Year 2 – Part 1 Key Concept

Geography

To investigate places

Basic

Advancing

Deep

With the support of a teacher, some geographical questions are asked and answered.

Generally, some pertinent geographical questions are asked and answered.

A good range of pertinent geographical questions are asked and answered.

Guided by a teacher, the key features of a location are identified and described.

There is a general understanding that different places have different characteristic features and that they can help to decide what sort of place it is.

There is a good understanding and use of the characteristic features of different areas to identify what sort of place it is.

With support from a teacher, there is an awareness of the countries of the United Kingdom, some of the continents, oceans and countries of the world.

There is a growing knowledge of the countries of the United Kingdom and the continents, countries and oceans of the world.

There is a good knowledge of the countries of United Kingdom, the world’s continents and oceans and a rapidly growing knowledge of other countries around the world.

With support from a teacher, simple fieldwork is carried out and the key human and physical features of the area surrounding the school are described.

A growing use of simple fieldwork skills are used and the key physical and human features of the area surrounding the school are generally described well using some geographical vocabulary.

Simple fieldwork techniques are chosen and the key physical and human features of the school are described well using geographical vocabulary.

With the support of a teacher, the four countries and capital cities of the United Kingdom are named and some of their characteristics described.

The four countries and capital cities of the United Kingdom are named and there is a growing awareness of many of their characteristic features, which are used to identify similarities and differences.

The four countries and capital cities of the United Kingdom are named and there is a good awareness of their characteristic features, which are used to create excellent comparisons.

With the support of a teacher, the world’s continents and oceans are named.

The world’s continents and oceans are named accurately and there is some application of this knowledge in describing places.

The world’s continents and oceans are named accurately and wellreasoned descriptions of places in relation to them are provided.


Geography – Key Threshold Concepts – Year 1 & Year 2 – Part 2 Key Concept

Geography

To investigate patterns

Basic

Advancing

Deep

With the support of a teacher locations are compared and contrasted with the use of some geographical vocabulary.

Some good comparisons, using geographical vocabulary, are applied to contrasting localities.

Good criteria, and a good grasp of geographical vocabulary used in comparing locations with contrasting characteristic features.

With the support of a Teacher, seasonal and daily weather patterns in the United Kingdom are observed and recorded. There is an awareness of the Equator, North and South Poles.

Seasonal and daily weather patterns are generally observed and described with some detail. There is a growing ability to describe hot and cold areas of the world in relation to the Equator, North and South Poles.

Seasonal weather patterns are understood well, and careful observations of daily weather undertaken. There is a well developed ability to describe hot and cold areas of the world in relation to the Equator, North and South Poles.

With the support of a teacher, patterns of land use near the school are investigated.

Patterns of land use are investigated and described using geographical language.

Patterns of land use are investigated and described in detail using well-chosen geographical vocabulary.

With the support of a teacher, some basic geographical features are Identified and used to describe a place.

A growing repertoire of geographical vocabulary is selected to describe places.

A large repertoire of geographical vocabulary is carefully chosen to accurately and concisely describe the key characteristics of places.

With support from a teacher, compass directions and locational language are used to describe places.

Generally, compass directions are used accurately and locational language used appropriately to describe places.

Compass directions and locational language are used fluently and accurately to describe places with judicious detail.

With the support of a teacher, simple maps, keys and grid references are used.

Simple maps that include keys and simple grid references are created in a number of contexts.

Maps that include keys and simple grid references and a good level of detail are created for a wide variety of purposes. Choices of symbols for keys are well reasoned.

To communicate Geographically


Geography – Key Threshold Concepts – Year 3 & Year 4 – Part 1 Subject

Geography

To investigate places

Basic

Advancing

Deep

There are some good examples of geographical questions about the characteristics of a location

A developing range of geographical questions are asked and answered accurately.

Some very pertinent questions that uncover the nature of a location are asked and answered

When prompted, views about a location are generated with some use of geographical vocabulary to explain them.

Geographical vocabulary is generally used to explain reasons for likes and dislikes about locations.

Clear and well-chosen geographical vocabulary is used to explain likes and dislikes about locations.

Some fieldwork techniques are applied when investigating the local area.

A growing range of fieldwork techniques are chosen and applied when investigating the local area

Competent use of well-chosen fieldwork techniques is applied to a range of studies of locations

There is some awareness of the range of resources that can be used to investigate a place and to identify its characteristics.

Resources are chosen in order to investigate and describe the characteristics of places.

Well-chosen resources are selected to investigate places and describe, in some detail, their characteristic features.

With some support from a teacher, knowledge of the counties and cities of the United Kingdom is revised and built upon and some key features of its regions explored.

The names of the counties and major cities of the United Kingdom are identified and many of the key features of its regions described using geographical vocabulary.

Fluent recall of the counties and major cities of the United Kingdom and a growing understanding of the nature of its regions are used to provide clear descriptions that include well-chosen geographical vocabulary.

With the support of a teacher, some of the names of the countries in Europe and some of their characteristics are identified.

A growing number of European countries are known and their characteristic features identified using geographical vocabulary.

A large number of European countries are known and criteria are created to show similarities and differences between their characteristics.


Geography – Key Threshold Concepts – Year 3 & Year 4 – Part 2 Subject

Geography

To investigate patterns Basic

To communicate Geographically

Advancing

Deep

There is some awareness of the terms that can be used to describe geographical patterns.

There is a good level of application of a growing range of terminology to describe geographical patterns.

There is an excellent knowledge and well-chosen application of terminology to describe geographical patterns.

With support from a teacher, similarities and differences between countries are identified

Criteria are chosen from a list to help describe the similarities and differences between countries.

Well-reasoned criteria are created to describe the similarities and differences between countries

With the support of a teacher. some of the changes to the locality of the school over time are identified and described using some geographical language.

Geographical language is selected to describe changes to the locality of the school over time.

Careful vocabulary choices and well-reasoned areas for research are used to provide clear and interesting details of how the locality of the school has changed over time

With guidance from a teacher, some terminology is used to describe locations geographically.

When reminded of the range of known geographical vocabulary, descriptions include a good level of detail

An in-depth understanding of geographical terms is well chosen to provide accurate and concise descriptions.

With guidance from a teacher, position and direction is described using some detail and reference to the united Kingdom

When reminded of the known ways to describe position and direction, a good range of terminology and reference points, including the United Kingdom and the continents of the world, is used.

A very good understanding of the many ways to reference position and direction are carefully chosen to provide interesting descriptions that include reference to the United Kingdom, continents, oceans and major landmarks of the world.


Geography – Key Threshold Concepts – Year 5 & Year 6 – Part 1 Subject

Geography

To investigate places

Basic

Advancing

Deep

With support from a teacher, a range of statistics is collected and analysed and some conclusions about locations are drawn.

A growing range of statistical and other information is selected and used to draw some conclusions about locations. There is a growing awareness that a range of physical features affect human activity and a variety of good examples are given.

A wide range of statistical and other information is well chosen and used to draw pertinent conclusions about a location. A good awareness that many physical features and events influence human activity is used to describe the possibilities and limitations for human activity.

With support from a teacher, a range of geographical resources are used to give some details and opinions of the characteristic features of a location.

Detailed descriptions and opinions of places justified by using a growing range of geographical resources.

Highly detailed descriptions and well-reasoned opinions are developed by using appropriate geographical resources.

With guidance from a teacher, different types of fieldwork are used to investigate and record details of places.

Different types of fieldwork are chosen to investigate and record, in a number of ways, details of places.

There are some good observations about the different representations of a location.

A number of interesting and pertinent observations about various representations of locations are developed and explored. There is a good awareness of a wide variety of places and features of the world and how some features have changed over time.

Different types of fieldwork are suggested and used to find specific details of a range of diverse places and to record and present findings in a variety of ways. Some very insightful and wellthought out opinions of different representations of a place are presented and explored.

There is some awareness that physical features of a location affect human activity and some examples are given.

There is a growing awareness of the countries of North and South America and, with support, some key characteristics of particular location are described.

There is an extensive and well developed understanding of the world and some characteristic features of places. Similarities and differences are identified and used to create insightful comparisons, including those that chart changes over time.


Geography – Key Threshold Concepts – Year 5 & Year 6 – Part 2 Subject

Geography

To investigate patterns

Basic

Advancing

Deep

Supported by structured activities, there is a growing knowledge of the world and how some aspects have changed over time.

There is a good awareness of a wide variety of places and features of the world and how some features have changed over time.

There is a growing awareness of the countries of North and South America and, with support, some key characteristics of particular location are described. With some support, the geographical significance of some geographical features and zones are described.

There is a good awareness of the countries of North and South America and a growing depth of understanding of a particular location. There is a growing understanding of, and some good descriptions of, the significance of geographical features and zones.

There is an extensive and welldeveloped understanding of the world and some characteristic features of places. Similarities and differences are identified and used to create insightful comparisons, including those that chart changes over time. There is a good awareness of the countries of North and South America and a deep understanding of a particular location.

With support, some reasons for geographical similarities and differences between countries are explored.

There is a growing understanding of some of the similarities and differences with some good examples provided.

With support, changes within locations are described.

There is a growing awareness of how some locations around the world are changing with some good explanations of the reasons for the changes. There is a growing understanding of the range of geographical diversities that exist and some good examples

There is some awareness of geographical diversity and some good examples are given.

There is an in-depth understanding of and some excellent descriptions of the significance of geographical features and zones. There is a good understanding of a wide range of physical and human geographical similarities between countries which are described very well. There is a broad understanding of many changes in locations around the word with an in-depth understanding of some of the changes, which are clearly explained. Many types of diversity are understood and some are explained with a high degree of pertinent geographical description.


Geography – Key Threshold Concepts – Year 5 & Year 6 – Part 3 Subject

Geography

To communicate Geographically

Basic

Advancing

Deep

There is some awareness of the key physical and human geographical zones with some examples given. With support from a teacher, position and direction are described using a number of terms to demonstrate knowledge of the world. With guidance, maps that identify patterns are created.

There is a growing understanding of some of the key physical and human geographical zones with some good examples given. With increasing independence and application of terminology, knowledge of the world is described well.

There is a broad understanding of the key physical and geographical zones with an in-depth understanding of some.

Through investigation, patterns are identified and depicted on maps.

Through thorough investigation, a wide variety of patterns are investigated and depicted on maps.

Fluent understanding of terminology and a good knowledge of many characteristic features of the world is used to give detailed descriptions of locations and patterns.


EYFS

Autumn Term- MemoriesAsk questions about aspects of their familiar world- (School environment) Talk about some of the things they have observed such as plants, animals, natural and found objects in the school.

Godley Primary Geography Fieldwork Learning Journey

Know similarities and differences in relation to places, objects, materials and living things as well as how environments might vary from one another Make observations of animals and plants and explain why some things occur

Autumn Term – Memories - Hodgeheg - Would you prefer to live in the countryside of the city?

Autumn Term - Memories – 3 Little Pigs – Where would the pigs live in Godley?

Year 1

Use simple field sketches use a camera. Keep a weather chart and answer questions about the weather. Use maps, pictures and stories to find out about different places Collect data during fieldwork such as the number of trees/houses Recognise simple human and physical features on an aerial photograph or simple map, showing an awareness that objects look different from above

Year 2

Use simple field sketches and diagrams, use a camera. Use plan view or aerial photos to recognise landmarks and to describe geographically the human and physical features. Collect and organise simple data from first and second hand sources including fieldwork. Explain simple patterns and offer an explanations (e.g. count traffic and offer an explanation as to why flow changes at different times)

Autumn Term - Memories – Flotsam – Blackpool

Autumn Term – Memories – A walk in London – What’s so Great about Great Britain?

Accurately measure and collect information (e.g. rainfall, temperature, wind speed, noise levels etc.) Suggest which source material to use for a specific task, locating the information needed Suggest where in the world an aerial photo or satellite image shows, explaining reasons for their suggestions and describe what a locality might be like.

Draw and use more detailed field sketches and diagrams, using symbols for a key Observe, measure and record the human features in the local area responding to a range of geographical questions Locate appropriate information, needed for a task, from a source material

Year 4

Year 3

Autumn Term – Memories – Why is the earth called ‘The Goldilocks Planet’

Year 5

Field sketches should show understanding of pattern, movement and change draw in scale – accuracy of scale locate information/ place with speed and accuracy use key to make deductions about landscape/ industry/ features etc.

Year 6

Year 7


Websites: • www.geography.org.uk Login – 119477, password – GodleySK14 • www.gapminder.org • www.arcgis.com • https://digimap.edina.ac.uk username: SK142QB password: swames2467


Geography Vocabulary List

V O C A B U L A R Y

EYFS

Year 1 and Year 2

Year 3 and Year 4

Year 5 and Year 6

place map weather

city town village coast rural countries continents oceans human physical beach hill

region atlas globe location mountain river volcano earthquake settlement equator forest

features topological climate tropic of cancer tropic of capricorn biomes population hemisphere latitude longitude economic


Godley Primary – Approach to teaching - Geography

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Enquiry Question

Prior Learning

Fieldwork

Record

Respond

Knowledge Organiser

Research

Report

Summary of Learning

Mapping Physical and Human Geography Key Threshold Concepts Place – Pattern – Geographical Communication

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Geography Learning Journey  

Geography Learning Journey  

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