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Geography

Geography is the study of places and the relationships between people and their environments.

 

The primary role of geography at Hawthorn Tree School is to help children to develop their knowledge and appreciation of their place in our dynamic and ever-changing world. The curriculum will help the children to develop their understanding of the Earth, its interconnected human and physical landscapes, and the processes that develop and drive these interactions. It will help to prepare children for their role as citizens of a 21st century world and provide them with the essential cultural capital to become global citizens with an awareness of current world events and the passion and confidence to do something about them. We aim to inspire the children to appreciate the beauty of their locality whilst also broadening their horizons and providing them with knowledge and experiences of landmarks, lifestyles and cultures that are not always encountered in our immediate setting.

 

RESILIENCE:

  • It is important to us that our children believe in themselves and are both confident and resilient.
  • We desire our children to believe in themselves, value each other and have an enjoyment for learning.
  • We ensure that our children have high aspirations on their journey through primary school and into the future.
  • We want our children to develop resilience through a curriculum which embeds knowledge, skills and generates connections with the areas of study, at school, in their local area, nationally and in the world; guaranteeing our children develop a greater cultural capital.

 

RESPECT:

Geography involves the study of people and places in the locality and further afield.

  • It inspires in pupils a curiosity and fascination about the world and its people.
  • We draw upon our well-established local and school community, to enrich the curriculum and promote mutual respect and a strong moral ethos in every child
  • It enables children to access and enhance their understanding of their home, their town, and the wider community, developing their cultural capital and giving them opportunities and choices about their future and their impact as they progress though their school career and beyond.
  • This will help them become successful members of modern British society, preparing them for the challenges and opportunities of the future.

 

DIVERSITY

  • We aim that our children will leave school with a sense of awe and wonder for the Earth, a solid understanding and appreciation of the diversity of our world, and the sufficient cultural capital to thrive as global citizens moving forward.
  • Hawthorn Tree School embraces children as individuals. By recognising and valuing children’s particular strengths and talents, we seek to encourage their full potential.
  • We work hard to celebrate all successes, whenever and wherever they occur, no matter how big or small.
  • Children are encouraged to become well rounded and sociable.

 

COMPASSION:

  • Every opportunity is taken to ensure that wellbeing indicators are referred to and promoted within geographical teaching.
  • Children are encouraged to develop a sense of responsibility and respect for the world they live in and understand how geographical processes can contribute to our safety and health (e.g., pollution, climate change).
  •  A growth mind-set is promoted in all lessons and children are supported and nurtured in order to develop a positive attitude towards the subject.

 

INNOVATION:

  • Our geography curriculum aims to provide the children with the knowledge and skills to form a clear understanding of the dynamic world that we live in.
  • We provide content that is real, current, and relevant to the children, in order to help them make sense of the world around them and the geographical issues and events that arise in the news each day.
  • Within each ‘topic’, opportunity will be taken to integrate cross curricular links, with English, Maths and Science at the core.
  • Our curriculum has been designed carefully so that the learning intent and implementation is strategically sequenced ensuring that pupils can experience a deeper level of knowledge and experience.
  • Geography provides children with the opportunity to develop and apply skills across the curriculum.
  • They are provided with high-level horizontal and vertical vocabulary and taught how to use and understand this accurately in a range of contexts.
  • Opportunities to develop mathematical skills are included and our children are provided with a range of contexts within which to collect data, ask questions and make links between their knowledge.

 

 

National Curriculum Statements:

Key Stage 1

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 and 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.

 

Key Stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Pupils should be taught to:

Locational knowledge

  •  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
  •  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
  •  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)

Place knowledge

  • 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

Human and physical geography

  • describe and understand key aspects of:
  • physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
  • 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

Geographical skills and fieldwork

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  •  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
  •  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.

 

 

We aim to develop a secure understanding and awareness of chronology and the passing of time. We want the children to understand local, national and world events from the past which have had an impact on their lives. We do this by teaching topics carefully chosen from the National Curriculum.  We want to develop the children’s geographical vocabulary and their vocabulary related to the passing of time to ensure the appropriate use of historical terms.

 

Geography overview

 

Year

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

 

 

1

 

Human and Physical features of the local area

 

 

 

 

The UK and Understanding Maps

 

 

 

 

Climates – Hot countries(Kenya)

 

 

 

 

 

2

 

 

 

 

Poland

Human, physical and Place Knowledge

 

 

 

 

 

Continents and Oceans.

Human, physical and Place Knowledge

 

 

3

Countries in Europe - UK

Countries in Europe - Switzerland

 

 

 

Local Area Study

 

 

 

 

4

 

Geography- Somewhere to Settle

 

 

 

Mountains and Coasts.

 

 

 

Geography- Earthquakes and Volcanoes

 

 

 

5

 

Rivers and the Water Cycle.

 

 

 

Marvellous Maps.

 

 

 

Enough for everyone.

 

 

 

 

6

 

 

 

 

 

Globalisation and World Trade.

 

 

The Amazing Americas.

 

 

 

 

 

 

Geography coverage

 

 

Location Knowledge

 

Place Knowledge

Human and Physical Geography

Geographical skills and fieldwork

 

Continents, Oceans, Seas and Rivers

Name Counties, Cities and a study of local area in the UK.

Longitude, Latitude, Equator, Tropics and Time Zones.

Countries and Cities of the world.

Study of Human and Physical geography in UK and contrasting European Countries.

Study of a region in North or South America.

Study of the UK and contrasting Non-European Country.

Weather Patterns and changes.

Settlement, economic activity and natural resources.

Use geographical vocabulary to describe physical and human features.

Physical climate change, Volcanoes and Earthquakes.

Seasonal changes.

Fieldwork.

Use maps, atlas at and globes.

Use compasses, grid references, symbols and keys.

Year 1

 

X

 

X

X

 

X

X

X

X

X

X

X

X

X

Year 2

X

X

 

X

X

 

X

 

X

X

 

X

X

X

X

Year 3

X

X

 

X

X

 

 

X

X

X

X

X

X

X

X

Year 4

X

X

 

X

X

 

 

X

X

X

X

X

X

X

X

Year 5

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Year 6

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

 

 

 

 

 

Term 1

 

Term 2

 

Term 3

 

Term 4

 

Term 5

 

Term 6

 

EYFS

Intent

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;

 

 

Implementation

Navigate their way around the classroom, OPEY and EYFS area successfully.

 

Daily timetable including day, date, seasons, weather.

 

Read and revisit stories from other cultures.

Intent

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;

 

 

Implementation

Navigate their way around the classroom, OPEY and EYFS area successfully.

 

Daily timetable including day, date, seasons, weather.

 

To build life size ‘journeys’ outdoors and use positional language to describe how to traverse them.  Make a pictorial representation of their ‘journey’.

 

Non-fiction work in Literacy about seasons and changes to the natural environment.

 

Intent

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;

 

 

Implementation

Daily timetable including day, date, seasons, weather.

 

Looking at where China is located on a map.

Tasting Chinese food and making decorations to celebrate the Lunar New Year.

 

Comparing traditional tales from around the world.

Looking at maps and globes to see where they are located.

 

Sorting photos of the local area into town and country sets.

 

Look at different homes from around the world and how they are adapted to the environment.

Build different homes for the little pigs (linked to Literacy).

Intent

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;

 

 

Implementation

Daily timetable including day, date, seasons, weather.

 

Small world play – different countries and animals that inhabit them, compare and contrast habitats.

 

Ocean tuff spot – what might live here?

How do you know?

 

Maps, globes, atlases to investigate. Google maps and street maps to view and discuss.

 

Visit to the local building site to see the ‘huge’ machines in action.

Tuff spot of building site to re-create the visit.

 

Draw a map of their journey to school, labelling features seen on the way.

 

 

 

Intent

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;

 

Implementation

Daily timetable including day, date, seasons, weather.

 

To know how to rotate and place pieces in a jigsaw puzzle – spatial awareness. Use the vocabulary associated with position.

 

Trip to a local farm – look at how the animals are cared for. Compare physical and human features.

Recount of the trip.

 

Recycling – why is it important – do a local litter pick (could be inside the grounds).

People in the community – who helps us? Why are they important? How do they help our local community?

 

 

 

Intent

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;

 

Implementation

Daily timetable including day, date, seasons, weather.

 

To know that people make maps and plans to represent places and use them to see where things are in relation to others.

 

Look at maps, globes, plans – what can they see, notice?

 

Provide plan of the classroom – can chn place photos of classroom furniture and resources in the correct places on the plan?

 

To know how to make a ‘map’ of their own. Build an obstacle course outside and ask chn to make a ‘map’ of the route to take.

Ocean tuff spot – what might live here?

How do you know?

Looking at maps for coastal areas – link to pirate treasure maps.

 

Make an island/volcano in a tuff spot. Can you make it erupt? (linked to theme day Hawaii)

 

 

 

 

 

 

Term 1

 

Term 2

 

AROUND OUR SCHOOL

 

Term 3

 

Term 4

 

THE UK AND UNDERSTANDING MAPS

 

Term 5

 

Term 6

 

HOT CLIMATES - KENYA

Year 1

 

 

Key Geographical Knowledge

  • To know an urban area has lots of people living there. Towns, cities and suburbs are all urban
  • To know a rural area has fewer people living there. Rural areas include the countryside, villages and hamlets.
  • To know an Ordnance Survey map is used to help people find their way around an area.
  • To know Boston is a town in an urban area. It has a small port and a market.
  • To know it is located on the River Witham.

 

 

 

 

Key Geographical Knowledge

  • To know the United Kingdom is part of the continent of Europe.
  • To know it is made up of four countries, which all have their own capital city.
  • To know each country has its own flag. The United Kingdom also has a flag, which is sometimes called the Union Jack.
  • To know the United Kingdom is an island: it is surrounded by water.
  • To know the UK has human and physical features.

 

 

 

 

Key Geographical Knowledge

  • To know Kenya is a country in southern Africa.
  • To know Kenya has a tropical climate, so it’s warm for most of the year. There is a dry season and a wet season.
  • To know there are many national parks in Kenya where the government protects the land and its special wildlife.
  • To know while life is busy for the children of Kenya, they go to school and find time to play.

 

 

 

 

 

 

 

 

 

Year 2

 

POLAND

 

 

 

CONTINENTS AND OCEANS

 

 

Key Geographical Knowledge

  • To know how to describe the key human and physical features of Poland using key vocabulary.
  • To know how to describe differences a place that is different to the one I live in.
  • To know how to use directional vocabulary; near, far, left, right to explain where a location is.
  • Explore Polish food through the celebration of Christmas.

 

 

 

 

 

Key Geographical Knowledge

  • To know the world is made up of many countries. The countries can be grouped into continents.
  • To know the large amounts of water between each continent are called oceans.
  • To know some of the continents are joined by land. Others are separated by oceans.
  • To know human features are made by people.
  • To know physical features are created by nature.

 

 

 

Building on prior knowledge from year 1

 

 

 

Building on prior knowledge from year 1

 

Year 3

COUNTRIES IN EUROPE- Europe

COUNTRIES IN EUROPE- Switzerland

 

 

LOCAL AREA STUDY

 

 

Key Geographical Knowledge

  • To know Europe is a one of the five continents.
  • To know the UK is a country in Europe.
  • To know there are 46 countries in Europe.
  • To name 10 countries in Europe and 5 capital cities.
  • To know the difference between a continent, a country and a capital city.
  • To know the human and physical features of Switzerland.
  • To compare and contrast the human and physical features of Switzerland with UK.

Key Geographical Knowledge

  • To know Europe is a one of the five continents.
  • To know the UK is a country in Europe.
  • To know there are 46 countries in Europe.
  • To name 10 countries in Europe and 5 capital cities.
  • To know the difference between a continent, a country and a capital city.
  • To know the human and physical features of Switzerland.
  • To compare and contrast the human and physical features of Switzerland with UK.

 

 

Key Geographical Knowledge

  • To know the location of our local area on an aerial map.
  • To know features of our local area.
  • To explore the local area through fieldwork.
  • To know how to record features of our local area on a map.
  • To know to use maps to see how the local area has changed
  •  

 

 

 

Building on Prior Knowledge from Year 1 and 2

 

 

 

 

 

Building on Prior Knowledge from Year 1 and 2

 

Year 4

 

SOMEWHERE TO SETTLE

 

MOUNTAINS AND COASTS

 

VOLCANOES

 

 

Key Geographical Knowledge

  • To know why people may choose to live in one place rather than another.
  • To know the physical and human features of a locality.
  • To use Ordnance Survey maps to identify common map symbols and identify their meanings.
  • To know how my locality has changed over time.
  • To consider new settlements in my area and whether it is a suitable location for a new or expanded settlement.

 

 

 

Key Geographical Knowledge

  • To know and locate areas of high ground in the UK.
  • To use a map or atlas to locate areas of high ground in the UK
  • To know how different types of mountains are formed
  • To know how to identify different types of beaches.
  • To know what coasts are and how they are formed.

 

Key Geographical Knowledge

  • To know how volcanoes are created.
  • To know how earthquakes are created.
  • To know how volcanoes have an impact on people’s lives.
  • To know and locate some of the world’s most famous volcanoes

 

 

Building on Prior Knowledge from Year 1, 2 and 3

 

 

 

 

 

 

 

 

 

Building on Prior Knowledge from Years 1, 2 and 3

 

 

RIVERS

 

MARVELLOUS MAPS

 

ENOUGH FOR EVERYONE

 

Year 5

Key Geographical Knowledge

  • To know the water cycle is the way in which water moves around the Earth. It never stops!
  • To locate the world’s longest rivers.
  • To know rivers, have many uses around the world, including cleaning, cooking, growing crops, transport and creating power.
  • To know a river has three main stages: upper course, middle course and lower course.
  • To know flooding is caused by poor drainage around or close to a river.

 

 

Key Geographical Knowledge

  • To know climate is the average daily and seasonal weather patterns over a long period of time.
  • To know the Equator is an invisible line that runs around the centre of the Earth. The closer you live to the Equator, the hotter it is.
  • To know as the Earth is tilted on an axis, the Northern and Southern Hemispheres experience different types of weather at the same time of the year.
  • To identify the Tropics of Cancer and Capricorn as well as the Arctic and Antarctic circles.
  • To know how time zones work.
  • To know how to use six-figure grid references.

 

Key Geographical Knowledge

  • To know our planet provides everything that we and all living things need. We call it our environment.
  • To know climate is the weather. The earth’s climate is just right, meaning that things can live on the planet.
  • To know climate change is a change in the overall weather and temperature on Earth. (Not the day-to-day weather).
  • To know the Earth is getting warmer due to some of the things humans are doing. This means it will be more difficult for livings things to survive.
  • To know Greenhouse gases are special types of gas in the atmosphere. They let sunlight through but stop heat from escaping, like a greenhouse, so the Earth warms up.
  •  

 

Building on Prior Knowledge from Years 1, 2,3 and 4

 

 

 

 

Building on Prior Knowledge from Years 1,2,3 and 4

 

 

Building on Prior Knowledge from Years 1,2,3 and 4

 

 

Year 6

 

 

GLOBALISATION AND TRADE

THE AMAZING AMERICAS

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Key Geographical Knowledge

  • To know how to make careful measurements and use data.
  • To know the UK exports and imports many goods and services.
  • To know the UK needs to import some goods as it has a temperate climate and cannot grow all the different foods we eat.
  • To know a topographical map describes the physical features of an area of land. We can use a topographical map to find out about the climate and landscape of El Salvador.
  • To know Fair trade exists to make sure that people are not exploited, it means farmers and workers are paid a fair price for their goods and services.
  • To know globalisation means we have access to lot of different goods and services, this can have positive and negative effects on countries, their environments, and their climates

Key Geographical Knowledge

  • To identify the countries of North and South America.
  • To know the climates and biomes of

different regions across the Americas

  • To know how to use an atlas by using the index to find places.
  • To know the physical and human geographical features of my local area.
  • To know the similarities and differences in

the human and physical geography of my local area and a region of North America

 

 

 

 

 

 

 

 

Building on Prior Knowledge from Years 1,2,3,4 and 5

 

Building on Prior Knowledge from Years 1,2,3,4 and 5

 

 

 

 

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