Curriculum Intent:
Our RMS geography curriculum is ‘for all’. We do ‘all the good we can’ to inspire pupils with knowledge, understanding and curiosity about the world, as well as their place in it. It allows pupils to develop a knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Children’s increasing geographical knowledge will help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. The curriculum is designed to have a balance of core knowledge (facts, location, vocabulary) and a sense of place (senses, emotions, values, opinions). This allows children to develop a knowledge and understanding of real places as well as how people affect the environment and are influenced by it. At RMS we strive ‘to do all the good we can’ to enable children to develop a deep understanding and appreciation of their locality, and their place withing the wider world, that will remain with them for the rest of their lives.
Implementation
Geography is taught in blocks throughout the year, so that children achieve depth in their learning. Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across topics throughout each year group across the school. Our curriculum has been sequenced to enable pupils to gradually widen their sense of scale from their immediate geography to the global. In EYFS children begin to gain an understanding of their immediate environment and the people and communities around them. In KS1 children will begin by looking at the local environment before moving on to study and compare the wider world. In lower KS2, children explore the United Kingdom and Europe. In upper KS2, pupils will look at the world on a global scale, including studying how the landscape is shaped by both the environment and by peoples’ actions. Throughout KS1 and KS2, map and fieldwork knowledge is developed through a series of fieldwork enquiries. Children will have opportunities to interpret a range of sources of geographical information, including maps, diagrams, globes and aerial photographs.
Impact
Over time, our children will develop a contextual knowledge of globally significant places, both terrestrial and marine, including their defining physical and human characteristics and how these provide geographical context for understanding the actions of processes. They will understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring variation and change over time. Our children will be competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes. They will be able to interpret a range of sources of geographical information and communicate their geographical information in a variety of ways. Our children will be equipped to appreciate the wonderfully, diverse world around them, both now and throughout their lives, to continue ‘doing all the good they can‘ to protect our Earth and to preserve it ‘for all‘.
| Year 1/2 | Autumn A
Why is Richmond Special? |
Spring A
What’s it made of and why?
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Summer A
How do people tell their stories? |
Autumn B
How do I care for my body and mind? |
Spring B
What makes a good home? |
Summer B
Why is our environment precious? |
| Locational Knowledge | Know that names of the four countries that make up the UK and its surrounding seas. | Know the names of and locate the four capital cities of England, Scotland, Wales and Northern Island.
I can talk about the characteristics of the four countries and capital cities. |
Name and locate the world’s seven continents and five oceans.
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| Place Knowledge | Know the main differences between city, town and village; coastal and rural area.
Explain some of the advantages and disadvantages of living in a city or a village. |
Compare similarities and differences of a local city/town in the UK with a contrasting area in a different non-European country
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| Human and physical geography |
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Know which is the hottest and coldest season in the UK.
Know and recognise main weather symbols.
Identify seasonal and daily weather patterns in the UK. |
Identify key physical features: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
Identify key human features: City, town, village, factory, farm, house, office, port, harbour and shop.
Compare and contrast the human and physical features of two British localities, including how the land use differs in each locality. |
Know where the equator, North Pole and South Pole are on a globe.
Identify seasonal and daily weather patterns in hot and cold areas of the world.
Know physical and human features of hot and cold places of the world.
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| Geographical skills and fieldwork | Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near, far, left, right) to describe the location of features and routes on a map.
Draw simple map; and use and construct a basic key.
Use simple fieldwork and observational skills to study geography of their school and its grounds and the key human and physical features of its surrounding environment. |
Use world maps, atlases and globes to identify the United Kingdom and its countries. | Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features
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Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. | ||
| Year 3/4 | Autumn A
Why is Richmond special? |
Spring A
What is beneath us and why does it matter? Sci – rocks and magnets
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Summer A
How do we get our message across? |
Autumn B
How do I care for my body and mind? Sci – skeleton and muscles Digestive |
Spring B
Why is history worth knowing? |
Summer B
How can I have my say? |
| Locational knowledge | Know the names of and locate at least 8 counties and at least 6 cities in the UK.
Identify human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers) and land-use patterns; and understand how some of these aspects have changes over time.
To locate Richmond on a range of world, European, UK and regional maps
To understand the geographical features of Richmond and North Yorkshire
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Know the names of 4 countries from the southern and four from the northern hemisphere.
Know the names of a number of the world’s highest mountains.
Use the maps and globes to locate the equator, the Northern and Southern hemisphere, Tropics of Cancer and Capricorn and the Arctic and Antarctic circles.
Know what is meant by the term Tropics.
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Know the names of and locate at least 8 European countries.
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Know the name of and locate a number of the world’s longest rivers.
Know, name and locate the main rivers in the UK.
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| Place knowledge | I can describe how the locality of Richmond has changed over time. | Describe geographical similarities and differences between the UK and a European country.
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| Human and physical geography | I can describe the key aspects of physical geography including rivers and mountains, and human geography including types of settlement and land use of a region of the United Kingdom (Richmond/North Yorkshire) | Understand and describe key aspects earthquakes, volcanoes, and mountains.
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Know and label the main features of a river.
Explain the features of a water cycle.
Know why most cities are located by a river.
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| Geographical skill and fieldwork | 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.
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Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
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use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied | Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
use fieldwork to observe, measure, record and present the human and physical features in the local area
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Know and name the eight points of a compass.
To use 4 figure grid references
To identify and use symbols and a key on a map
To make maps, sketches and plans
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| Year 5/6 | Autumn A
Why is Richmond special? |
Spring A
Where does it come from and where does it go?
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Summer A
How do words make us feel? |
Autumn B
How do I care for my body and mind? |
Spring B
What legacy will I leave behind? |
Summer B
What makes a colourful world? |
| Locational knowledge | Know the location of major rivers, mountains and cities of the UK |
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Know the names of and locate some of the world’s deserts.
Know about latitude, longitude, the Prime/Greenwich Meridian, time zones (including day and night) and work out differences.
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Know the names of and locate some of the countries and cities of the world. | Know the names of, and locate, a number of South or North American countries.
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| Place knowledge | Explain how locations around the world are changing and explain some of the reasons for change. | Know key differences between living in the UK and in a country in either North or South America.
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| Human and physical geography | Know what is meant by climate zones, biomes and vegetation belts.
Know the features of a specific biome.
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Know main human differences between developed and third world countries including types of settlement and land use; economic activity including trade links and distribution of natural resources including energy food, minerals and water
Identify and describe how physical features affect human activity within a location
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Label layers of a rainforest and know what deforestation is.
Know how to use graphs to record features such as temperature or rainfall across the world and how to analyse these statistics.
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Identify human and physical characteristic features of countries in North or South America (including topographical features and land-use patterns) and understand how some of these aspects have changed over time.
Explain how countries and geographical regions are interconnected and interdependent.
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| Geograhical skill and fieldwork | To use 6 figure grid references
To identify and use symbols and key on an Ordnance Survey map
Use different types of fieldwork to observe, measure and record the human and physical features of the local area.
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I can create maps of locations identifying climate zones. | Analyse and give views on effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps) | Record and present results in a range of ways.
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Use a range of geographical resources to give descriptions and opinions of the characteristic features of a location
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