Geography Progression Framework - Core Content. Curriculum: Core Strands:

Geography Progression Framework - Core Content

At Star Primary School, we stimulate an interest in and a sense of wonder about places. It helps our pupils make sense of a complex and dynamically changing

world. Our progressive Geography curriculum explains where places are, how places and landscapes are formed, how people and their environment interact,

and how a diverse range of economies, societies and environments are interconnected. We build on the pupil’s experiences and knowledge to investigate

places, including those in our local area, the United Kingdom and around the world, by defining physical and human characteristics. Pupil’s reflect on the

environmental impact of humans and suggest how they believe we can make beneficial changes to our world. In an ever changing world, we challenge pupil’s

to make purposeful links and deepen their thinking about real life environmental concerns and understand their role in protecting the Earth and making

sustainable choices in their future. Our pupil’s become confident Geographers who are able to collect, analyse and communicate a range of data, interpret a

range of sources of geographical information including maps, diagrams, aerial photographs and globes and communicate geographical information confidently

in a variety of ways.

Curriculum:

Article 13

(freedom of expression) Every child must be free to express their thoughts and opinions and to access all kinds of information, as long as it is within

the law

Article 17

(access to information from the media) Every child has the right to reliable information from a variety of sources, and governments should encourage

the media to provide information that children can understand. Governments must help protect children from material that could harm them.

Article 29

(goals of education) Every child has the right to an education which develops each child’s personality, talents and abilities to the full. It must

encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

Core Strands:

● Geographic Skills and Fieldwork

● Human and Physical Geography

● Place Knowledge

● Locational Knowledge

Intention Implementation Impact

The Geography curriculum at Star will inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. It will equip pupils with a diverse knowledge about 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.

Geography at Star is taught through a topic-based curriculum, such as ‘The Earth our Home.’ Subject leaders have mapped out knowledge and skills to ensure progression between year groups. Through a range of creative and practical activities, like mapping the school and local environment, we give pupils core knowledge, support them in practising skills and help them develop a deeper understanding of the world in which they live.

● Opportunities for KS2 to develop mapping skills further through Orienteering Club

● Make real-life connections through educational visits, i.e. York, the Lake District, Epping Forest.

● Develop a love of Geography through celebrating their local environments.

Star pupils learn to love the planet Earth and think sustainably, becoming enterprising and capable global citizens. Through Geography, pupils will develop respect for all cultures and understand how Geography has played important roles in the evolution of people and their environments. Pupils will understand how their actions impact their local community as well as the world around them thus will think critically and analytically about how they can resolve environmental issues created by humans.

Enrichment

Children at Star Primary are given many enrichment opportunities as part of the wider computing curriculum. We run three residential educational visits to

contrasting locations in Key Stage 2. Each location provides the children an opportunity to explore the United Kingdom and develop locational and place

knowledge of their own country.

Curriculum Progression - Core Content

Focus EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Geographical

Skills and

Fieldwork

30-50 months:

- To develop an understanding of growth, decay and changes over time (understanding how a location changes due to seasons/climate change/new buildings etc)

- To show care and concern for living things and the environment

- Ask simple geographical questions - Uses simple maps of the local area

- Make simple maps and plans - Use simple observational skills to study the geography of the school and its grounds - Use locational and directional language to describe the location of creatures and routes

- Use world maps, atlases and globes to identify the UK and it’s countries, as well as the countries, continents and oceans studied in KS1

- Use simple compass directions and location and directional language - Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features -Devise a simple map

- Use and construct basic symbols in a key - Use simple fieldwork and observational skills to study the geography of the school and its ground and the key human and physical features of its surrounding environment

- Ask and respond to geographical questions

- Analyse evidence and draw

conclusions - Recognise that different people hold different views about an issue and begin to understand some of the reasons why

- Communicate findings in ways appropriate to the task or audience - Use basic geographic vocabulary - Make more detailed fieldwork sketches/diagrams - Use fieldwork instruments - Use and interpret maps, globes, atlases and digital mapping to locate countries and key features

- Use four figure grid references - Use the 8 points of the compass

- Understand and use a widening range of geographical terms

- Make straight line distances using appropriate scale

- Explore features on OS maps using 6 figure grid references - Draw accurate maps with more complex keys - Plan the steps and strategies for an enquiry

- Understand and use a widening range of geographical terms

- Use the eight points of a compass, 4 and 6 figure grid references, symbols and key to build knowledge of the UK and the wider world - Draw accurate maps with more complex keys

- Use maps, atlases, globes and digital mapping to locate countries and describe features studied - Use the eight points of a compass, 4 and 6 figure grid references, symbols and key to build knowledge of the UK 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 - Use maps, charts etc to support decision making about the location of places

Curriculum Progression - Core Content

Focus EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Human and

Physical

Geography

30-50 months:

-To comment and ask questions about aspects of their familiar world, such as the place where they live or the natural world.

- To talk about some of the things they have observed, such as plants, animals, natural and found objects

40-60 months:

- To look closely at similarities,

differences, patterns and change

- Describe seasonal weather changes

- Identify both human and physical features within the school locality

- Identify seasonal and daily weather patterns in the UK 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 - Use basic geographical vocabulary to refer to key human features

- Identify physical and human features of a locality (both locally and globally) - Explain about weather

conditions/patter ns around the UK and parts of Europe

- Describe human features of UK regions, cities and/or counties - Understand the effect of

landscape features on the development of a locality

- Describe how people have been affected by changes in the environment - Explain about key natural resources - Explore weather patterns around parts of the world

- Understand about weather patterns around the world and relate these to climate zones - Know how rivers erode, transport and deposit materials - Know about the physical features of coasts and begin to understand erosion and deposition - Understand how humans affect the environment over time

- Know about changes to world environments over time

- Understand why people seek to manage and sustain their environment

- Describe and understand key aspects of physical geography - Describe and understand key aspects of human geography - Explain and describe the features of both earthquakes and volcanoes - Know how both human and physical features affect the world and the lives of people

Curriculum Progression - Core Content

Focus EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Place

Knowledge

30-50 months:

- To talk about some of the things they have observed, such as plants, animals, natural and found objects.

40-60 months:

- To look closely at similarities,

differences, patterns and change.

ELG:

- To know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own

environment and how environments might vary from one another.

- To know about similarities and differences between themselves and others, and among families, communities and traditions.

- Name, describe and compare familiar places - Link their homes with other places in their local community - Know about some present changes that are happening in the local environment - Suggest ideas for improving the school environment

- Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a

contrasting non-European country

- Recognise there are similarities and differences between places - Develop an awareness of how places relate to each other

- Know about the wider context of places - region, country

- Understand why there are

similarities and differences between places

- Compare the physical and human features of a region of the UK and a region in North America, identifying similarities and differences

- Understand geographical similarities and differences through the study of human and physical geography of a region of the UK, a region in a European country, and a region within North or South America

Locational

Knowledge

ELG:

- Talks about the features of his/her own immediate environment and how environments might vary from one another

- Understand how some places are linked to other places

- Name and locate the world’s seven continents and five oceans - Name, locate and identify the characteristics of the four countries and capital cities of the UK - Name, locate and identify the characteristics of the seas

surrounding the UK

- Identify where counties are within the UK and the key

topographical features

- Name and locate the cities of the UK

- Recognise the different shapes of continents - Demonstrate knowledge of features about places around him/her and beyond the UK - Identify where countries are within Europe;

including Russia - Recognise that people have differing quality of life living in different locations and environments - Know how the locality is set within a wider geographical context

- Identify and describe the significance of the Prime/Greenwich Meridian and time zones including day and night - Recognise the different shapes of countries

- Identify the physical

characteristics and key topographical features of the countries within North America - Know about the wider context of places

- Know and describe where a variety of places are in relation to physical and human features - Know location of:

capital cities of countries of the British Isles and UK, seas around the UK, European Union countries with high populations and large areas and

- Locate the world’s countries, using maps to focus on Europe (including 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 UK,

geographical regions and their identifying human and physical characteristics, key topographical features, 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

the largest cities in each continent

Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the

Prime/Greenwich Meridian and time zones

In the Classroom

Human Rights Media Mayhem The Earth Our

Home

Express Yourself Global Treasures Healthy Hearts

EYFS

Gardens Animal Homes

USA Nigeria Pakistan

Maps

Year One

Home

Russia Maps

Year Two

Year Three

come from?

Spain Maps

Year Four

Docklands changed? Rainforest Kenya Maps

Year Five

affected the environment?

North America focus

Rivers and Coasts Maps

Time Zones World Weather Patterns

Year Six

Earthquakes

The Lake District Maps

Our Local Area