Nook Lane Junior School Subject Overviews - Geography

Vision

At Nook Lane Junior School, we aim for children to receive high-quality Geography lessons that enable them to gain a coherent knowledge and understanding of the physical properties of the earth in which we live and its atmosphere. Children will study different places across the world and the relationship between people and their environment.

We aim to inspire children and to ignite their curiosity so that they ask questions about places, people and the environment. We want pupils to think comparatively and inquisitively, to share their own ideas and develop Geographic skills in a variety of different ways using a well-developed Geography vocabulary.

Our children will explore where things are found, why they are there, and how they develop and change overtime. We will encourage children to consider the impact of both human and physical features and how these can shape a location. All children at Nook Lane will participate in exciting fieldwork trips where they can collect, analyse and communicate information and data as well as experiencing and practising important Geography skills which will develop and embed our key Geography concepts.

Intent

At Nook Lane Junior School, we aspire to help children develop in geography, building progressively each year on the following geography key intentions:

G1  It is our intention that all children will develop their locational knowledge so they can locate and name different places in the locality, the British Isles and the world.
G2  It is our intention that all children will develop their place knowledge, understanding the geographical similarities and differences of the places that they study, including places in our locality.
G3  It is our intention that children develop a range of geographical skill to help them interpret a range of sources of geographical information (including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)).
G4  It is our intention that children develop fieldwork skills to collect, analyse and communicate information and data in a variety of ways. Fieldwork trips will offer 'real-world' opportunities to inspire children, extend geographical thinking and to provide life-long memories.
G5  It is our intention that children know how human and physical features can shape a location and how this can change over time.
G6  It is our intention that children develop a geographical vocabulary that allows children to confidently express their ideas and opinions to communicate, debate and discuss their ideas.

Key Concepts

Throughout their learning, children will develop an in-depth understanding of the following concepts that are continually returned to and discussed within each unit of learning so they can answer the 'bigger questions' listed below:

  1. Location and space - What are the names and locations of places across the world that you have learnt about?
  2. Place - How are the areas you have studied the same and different? Can you compare and contrast and explain how and why places and people are different?
  3. Environment - What is the impact of humans on our natural environment? How we can enhance and protect our physical surroundings?
  4. Fieldwork - How do observations and data collection during fieldwork trips help us understand about people, landscapes and the natural environment?
  5. Human features - How do human geographical features shape a location and/or change over time?
  6. Physical features - How do physical geographical features shape a location and/or change over time?

Geography Key Intentions and Concepts

 

 

 

 

  Our Geography key intentions
  and concepts are captured
  within our Geography Logo.

 

 

 

 

 

Implementation

  • Following the 2014 National Curriculum as well as our own School priorities and curriculum intentions, we teach geography through specific themes:
    • Year 3 - The Sheffield Flood (Spring 1 & 2)
    • Year 4 - Countries across Europe (through History Themes) and Rivers (Summer 1 and 2)
    • Year 5 - Take a Walk on the Wild side (Autumn 1) and Volcanoes (Summer 1)
    • Year 6 - South America (Summer 2)
  • We also incorporate geography, where applicable, within other themes.
  • Through our themes, we inspire children's curiosity to discover more about the world and its people.
  • Key knowledge, skills and concepts are identified at the start of each Geography unit of work that link back to our key intentions, ensuring that all they key intentions are covered at least once within each Geography unit of work.
  • All Geography lessons are designed to link to at least one of our Geography key intentions as well as our Curriculum Intentions.
  • Lessons are thoughtfully sequenced with opportunities to complete memory mats each lesson helping children to revise key learning, including events, dates and vocabulary, each week to help children commit learning to their long-term memory.
  • Geography skills are mapped-out progressively within each year group ensuring that children make progress in their skillset year-on-year.

Impact

  • Children will know how to locate and name different places in the locality, the British Isles and the world.
  • Children will develop their place knowledge, understanding the geographical similarities and differences of the places that they study.
  • Children develop a range of geographical skills to help them interpret a range of sources of geographical information (including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
  • Children develop fieldwork skills to collect, analyse and communicate information in a variety of ways.
  • Children know how human and physical features can shape a location and how this can change over time.
  • Children develop a geographical vocabulary that allows children to confidently express their ideas and opinions.
  • Children will develop an in-depth understanding of the following concepts that are continually returned to and discussed within each unit of learning so they can answer the 'bigger questions' listed above.

Overview of Learning

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year 3     Forgotten Flood: A Study of the British Isles and Dale Dyke Dam.
Physical: Dams
Human: Land use
   
Year 4 Introduction to Europe.
Greece and key features compared to Sheffield.
  A recap of Europe and a look at the world linked to the Expansion of the Roman Empire.   A study of mountains, oceans and rivers including fieldwork.
Year 5 Take a Walk on the Wild Side:
Mapping skills
Fieldwork focus
Revision of the map of Europe.     A focus on North America including earthquakes and volcanoes.
Year 6 Revising maps across all continents.   A comparative study on South America (The Amazon Rainforest) and Sheffield.    

Example Geography Unit Overview

Example Geography unit overview - an example of a unit of work, showing the sequencing and progression as well as links to key concepts and vocabulary.

Curriculum

Our Curriculum: Geography subject booklet gives full details of:

  • National Curriculum, and
  • Knowledge & Skills Progression

Download it and take a look!

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