Broad Lane, Nantwich, Cheshire, CW5 7QL

01270 906124

admin@stapeleybl.cheshire.sch.uk

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Stapeley Broad Lane CofE Primary School

Geography

Geography teaches an understanding of places and environments. Through their work in geography, children learn about their local area, and they compare their life in this area with that in other regions in the United Kingdom and in the rest of the world. They learn how to draw and interpret maps, and they develop the skills of research, investigation, analysis and problem-solving. Through their growing knowledge and understanding of human geography, children gain an appreciation of life in other cultures. Geography teaching also motivates children to find out about the physical world, and enables them to recognise the importance of sustainable development for the future of mankind.

 

The objectives of teaching geography in our school are:

 

  • to enable children to gain knowledge and understanding of places in the world;
  • to increase children’s knowledge of other cultures and, in so doing, teach a respect and understanding of what it means to be a positive citizen in a multi-cultural country;
  • to allow children to learn graphic skills, including how to use, draw and interpret maps;
  • to enable children to know and understand environmental problems
  • to encourage in children a commitment to sustainable development, and an appreciation of what ‘global citizenship’ means;
  • to develop in children a variety of other skills, including those of enquiry, problem-solving, ICT, investigation, and that of presenting their conclusions in the most appropriate way.

During Key Stage 1 pupils investigate their local area and a contrasting area in the United Kingdom or abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions about people, places and environments, and use geographical skills and resources such as maps and photographs.

Knowledge, skills and understanding

Geographical enquiry and skills

1. In undertaking geographical enquiry, pupils should be taught to:
a. ask geographical questions 
b. observe and record 
c. express their own views about people, places and environments 
d. communicate in different ways

2. In developing geographical skills, pupils should be taught to:
a. use geographical vocabulary 
b. use fieldwork skills 
c. use globes, maps and plans at a range of scales 
d. use secondary sources of information 
e. make maps and plans

Knowledge and understanding of places

3. Pupils should be taught to:
a. identify and describe what places are like 
b. identify and describe where places are 
c. recognise how places have become the way they are and how they are changing 
d. recognise how places compare with other places 
e. recognise how places are linked to other places in the world

Knowledge and understanding of patterns and processes

4. Pupils should be taught to:
a. make observations about where things are located and about other features in the environment 
b. recognise changes in physical and human features

Knowledge and understanding of environmental change and sustainable development

5. Pupils should be taught to:
a. recognise changes in the environment 
b. investigate changes which can be proved and sustained

Breadth of study

6. During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two localities:
a. the locality of the school
b. a locality either in the United Kingdom or overseas that has physical and/or human features that contrast with those in the locality of the school.

7. In their study of localities, pupils should:
a. study at a local scale
b. carry out fieldwork investigations outside the classroom.

 

 

During Key Stage 2 pupils investigate a variety of people, places and environments at different scales in the United Kingdom and abroad, and start to make links between different places in the world. They find out how people affect the environment and how they are affected by it. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions, and use geographical skills and resources such as maps, atlases, aerial photographs and ICT.

Knowledge, skills and understanding

Geographical enquiry and skills

1. In undertaking geographical enquiry, pupils should be taught to:
a. ask geographical questions 
b. collect and record evidence 
c. analyse evidence and draw conclusions 
d. identify and explain different views that people, including themselves, hold about topical geographical issues 
e. communicate in ways appropriate to the task and audience

2. In developing geographical skills, pupils should be taught:
a. to use appropriate geographical vocabulary 
b. to use appropriate fieldwork techniques  and instruments 
c. to use atlases and globes, and maps and plans at a range of scales 
d. to use secondary sources of information, including aerial photographs 
e. to draw plans and maps at a range of scales
f. to use ICT to help in geographical investigations 
g. decision-making skills

Knowledge and understanding of places

3. Pupils should be taught:
a. to identify and describe what places are like 
b. the location of places and environments they study and other significant places and environments 
c. to describe where places are 
d. to explain why places are like they are
e. to identify how and why places change  and how they may change in the future 
f. to describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world 
g. to recognise how places fit within a wider geographical context and are interdependent

Knowledge and understanding of patterns and processes

4. Pupils should be taught to:
a. recognise and explain patterns made by individual physical and human features in the environment 
b. recognise some physical and human processes  and explain how these can cause changes in places and environments.

Knowledge and understanding of environmental change and sustainable development

5. Pupils should be taught to:
a. recognise how people can improve the environment  or damage it and how decisions about places and environments affect the future quality of people's lives
b. recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement

Breadth of study

6. During the key stage, pupils should be taught the knowledge, skills and understanding through the study of two localities and three themes:

Localities

a. a locality in the United Kingdom (Llandudno)
b. a locality in a country that is less economically developed (Kenya)

Themes

c. water and its effects on landscapes and people, including the physical features of rivers or coasts , and the processes of erosion and deposition that affect them
d. how settlements differ and change, including why they differ in size and character, and an issue arising from changes in land use 
e. an environmental issue, caused by change in an environment, and attempts to manage the environment sustainably

7. In their study of localities and themes, pupils should:
a. study at a range of scales - local, regional and national
b. study a range of places and environments in different parts of the world, including the United Kingdom and the European Union (France, Italy)
c. carry out fieldwork investigations outside the classroom.