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Queen's Park Primary School

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Geography

Geography is the study of Earth’s landscapes, peoples, places and environments. It is, quite simply, about the world in which we live. Geography is, in the broadest sense, an education for life and for living. Learning through geography, whether gained through formal learning or experientially through fieldwork and educational visits, helps us all to be more socially and environmentally sensitive, informed and responsible citizens and employees. At Queen’s Park Primary School our whole school values and our 21st Century Skills ensure that our children develop in to socially and environmentally sensitive, informed and responsible children.


Geography Units

 

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
The United Kingdom United Kingdom and of a contrasting non-European country. The United Kingdom European Country of Choice North and South America Comparison of a region of the United Kingdom, a region in a European country, and a region within North or South America  
Identify seasonal and daily weather patterns   Local Study
(Queen’s Park)
  Local Study
(School Trip – Outside of London)
 

 

Education Visits


When planning lessons teachers focus on developing the children’s enquiry skills using the framework below. Where possible we aim for our children to carry out fieldwork investigation as well, either within the locality of the school or at specialised Fieldwork Centres as often as is appropriate.


An Enquiry Process in Fieldwork

 

Stage   Key Questions
Awareness / acclimatisation
(qualitative)
Awareness raising Acclimatisation activities to heighten awareness based on personal experience of an environment. Observing and experiencing at a deeper level.
Generate and formulate questions Brainstorming: what are the issues here?  What would we like to solve / discover / find out about?
Identify a focus
Who is involved in this issue?
How can we best find out their views?
How can we best find out about the issue?
Devising ways to collect information
Investigation
(qualitative)
Collecting and recording information Methods (e.g. questionnaires, tape recordings, photos, surveys, field sketches, measurement) 
Which ones are we going to use?
What equipment do we need?
Processing the information e.g. Use of ICT e.g. database, package to annotate photos
Concern / action Drawing conclusions What have we found out?
What are the advantages and disadvantages of alternative solutions?
Who or what would benefit and who or what would lose?
Make decisions, take action if appropriate
Sharing, learning and action Presentations, with variety of media, or written, implementation, putting theory into practice

 

Geographical Skills and Fieldwork 

 

  Autumn / Spring / Summer
Year   1
  • Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right) to describe the location of features and routes on a map  
  • 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. 
Year   2
  • 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 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  
Year   3
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied  
  • Name and locate counties and cities of the United Kingdom, geographical regions and their identifying 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 changed over time   
Year   4
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied  
  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities   
  • Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America   
Year   5
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 
  • Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)  
  • Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water  
Year   6
  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 
  • Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. 
  • Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. 
 
  • Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world 
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