Geography

Geography at Bidbury Infant School

At Bidbury, our learning in geography is based on the Kapow Primary Geography scheme of work. This aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. We aim to help pupils to better understand the world's people, places and environments including what places are like, why and how they are connected, and the importance of location.  Through our geography lessons, we aim to build an awareness of how geography shapes our lives in different ways and over time.  We hope to help pupils understand how and why places are changing, and to encourage them to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

In line with national curriculum guidance, our geography curriculum content is organised into four strands: locational knowledge; place knowledge; human and physical geography; and geographical skills and fieldwork.  There is a clear progression of skills and knowledge within these strands across each year group.  Our geography curriculum encourages: 

• A strong focus on developing both geographical skills and knowledge.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• The development of fieldwork skills across each year group.
• A deep interest and knowledge of our local area and how it differs from other areas of the world.
• A growing understanding of geographical concepts, terms and vocabulary.

Early Years Foundation Stage (EYFS)

For the EYFS, our Year R pupils to work towards the Understanding the World Development Matters statements and Early Learning Goals, while also covering foundational knowledge that will support them in their further geography learning in key stage 1. The children are introduced to the concept of geography by exploring, discovering and beginning to make sense of the world around them. They engage in activities to reflect on the events that they experience; to question and investigate the similarities and differences that exist; and to discuss why things happen the way they do in both the physical and human world.

Early Learning Goals 

Understanding the World: People, Culture and Communities - children at the expected level of development will: 

• Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts, and maps;
• Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps.

Understanding the World: The Natural World - children at the expected level of development will: 

• Explore the natural world around them, making observations and drawing pictures of animals and plants;
• Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class;
• Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.

Development Matters statements

Children in reception will be learning to:

• Explore the natural world around them.
• Describe what they see, hear and feel whilst outside.
• Understand that some place
• Recognise some environments that are different from the one in which they live.
• Draw information from a simple map. 
• Recognise some similarities and differences between life in this country and life in other countries.
• Understand the effect of changing seasons on the natural world around them.

Year R Development Matters statements - Understanding the World. 

There are two EYFS units focused on each of the geography-related Development Matters statements. These units consist of a mixture of adult-led and child-initiated activities which are selected by the teacher to fit in with different themes or topics.

Year R

Key Stage 1 (Years 1 and 2)

For key stage 1, the scheme of work aligns with the National Curriculum geography aims and enables pupils to meet the end of key stage 1 attainment targets.

National Curriculum Geography aims:

• Pupils should develop knowledge about the world, the United Kingdom and their locality.
• They should understand basic subject-specific vocabulary relating to human and physical geography.
• They should begin to use geographical skills, including first-hand observation, to enhance their locational awareness. 

Pupils should be taught to:

Locational knowledge

• name and locate the world’s seven continents and five oceans
• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas 

Place knowledge

• understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country 

Human and physical geography

• identify seasonal and daily weather patterns in the United Kingdom 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, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
  • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop 

Geographical skills and fieldwork

• 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
• use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. 

DfE National Curriculum: Geography programme of study: key stage 1

Enquiry questions form the basis for our Key stage 1 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. These questions have been designed to be open-ended with no preconceived answers and therefore they are genuinely purposeful and engage pupils in generating a real change. In attempting to answer them, children learn how to collect, interpret and represent data using geographical methodologies and make informed decisions by applying their geographical knowledge.

Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible. Kapow Primary units follow an enquiry cycle that maps out the fieldwork process of question, observe, measure, record, and present, to reflect the elements mentioned in the National curriculum. This ensures children will learn how to decide on an area of enquiry, plan to measure data using a range of methods, capture the data and present it to a range of appropriate stakeholders in various formats. Fieldwork includes smaller opportunities on the school grounds to larger-scale visits to investigate physical and human features.  This gives children the confidence to evaluate methodologies without always having to leave the school grounds and do so within the confines of a familiar place. It makes fieldwork regular and accessible while giving children a thorough understanding of their locality, providing a solid foundation when comparing it with other places.

Year 1

Year 2