"Use your God-given gifts to serve others." 1 Peter 4: 10
Geography is the study of spatial patterns and processes. It looks at the world and tries to explain reasons for why it is the way it is. Learning in geography should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, Pupils develop a 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.
As geographical skills are developed children use maps, photographs, aerial photographs, plans, computer simulations and fieldwork to find out what the world is like. They should ask questions to reflect inquisitiveness about why things are the way they are e.g. what made mountains appear or why people live in cities and how politics or economics has resulted in some parts of the world suffering famine. Geography is a subject which makes use of skills taught in other subjects like maths, science, history.
We can break the study of geography is down into 4 important strands (National Curriculum Guidance):
Human and Physical Geography
Geographical Skills and Fieldwork
These are reflected in our planning Know Do Understand Grids.
The teaching of geography across St John’s follows the National Curriculum through:
We measure the impact of our curriculum through the following methods:
Core Concepts in Geography at St John’s Primary
The following abstract themes are central part of the geography curriculum:
Central to our geography curriculum is a focus on vocabulary and core geography concepts. Some of these are abstract terms which are woven through from Early Years to Year 6 and revisited e.g. land-use, settlement, environment. In this way, staff are committed to helping children build meaningful schemata, by linking prior knowledge with new learning.
Understanding the World
Understanding the world involves guiding children to make sense of their physical world and their community. The frequency and range of children’s personal experiences increases their knowledge and sense of the world around them – from visiting parks, libraries and museums to meeting important members of society such as police officers, nurses and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster their understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that support understanding across domains. Enriching and widening children’s vocabulary will support later reading comprehension.
ELG: 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.
- Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class;
- 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.