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At St Augustine’s, we believe every child is entitled to a high quality geography curriculum which 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. Geography, by nature, is an investigative subject. We intend to provoke thought, and learn through key questions. We will encourage children to discover answers to their own questions through exploration and research to enable them to gain a greater understanding and knowledge of the world and their place in it. Our teaching equips pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. By revisiting these areas of learning regularly children will remember more, make links and be able to transfer skills. As pupils progress, their 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. We want our children to gain confidence and have practical experiences of geographical knowledge, understanding and skills that explain how the Earth’s features at different scales are shaped, interconnected and change over time. Our children will gain key knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

At St. Augustine’s we ensure that our Geography lessons are fully aligned to the National Curriculum. Every topic offers all children a memorable experience to excite, promote and sustain children’s interest to enable and foster children’s natural curiosity and creativity. The curriculum allows for knowledge and concept progression and links between subjects. There is an emphasis on vocabulary so pupils are clear in the meanings of technical vocabulary they are learning about, which they are then able to apply in other areas of the curriculum. Ongoing feedback is used in lessons to ensure pupils are aware of their own progress, strengths and areas for development. A quiz is administered at the end of each topic to judge how much knowledge pupils have gained.

Our Geography Journey:
In Year 1 the children will start with maps and plans of the classroom and the school then progressing to the local area. They will develop their knowledge of the local area first and carry out fieldwork then progress to knowledge of the United Kingdom through using maps and name the four countries and capital cities. Through a study then of weather patterns the children will be introduced to maps of the world and they will identify hot and cold places on a world map as well as the seven continents and five oceans.

In Year 2, to build on the knowledge they developed in Y1 of the United Kingdom, Y2 will start with a study of another location in the UK that contrasts with the two place studied in Y1 (Coventry and London) and incorporate a study of the seaside town. Children will then compare and contrast their locality with a non-European contrasting locality. They will develop understanding of where in the world the contrasting locality is – identifying the continents of the world and naming the five oceans. They will also develop their knowledge of climate in that part of the world and gain an understanding of how people live there and how their lives might be different to our own.

In Year 3, Children will compare where they live with another region in the UK – The Cotswolds – and identify similarities and differences in the physical and human geography. They will make maps, including use of basic OS symbols, of regions studied using aerial images and other models. They will use four compass directions and key vocabulary to help navigate themselves around different routes. They will use simple fieldwork and observational skills to study the immediate environment. Children will learn to name and locate rivers around the UK before focusing on a river located in the regions studied. Physical geography will also include studying formation of volcanoes and the causes of earthquakes.

In year 4, children will develop their place knowledge through a study of Europe with a focus on one European country – Poland, and make links to history topics (Greece – Ancient Greeks or Italy – The Romans). They will understand the position of the country studied in the world using geographical vocabulary – equator, hemispheres. After revising the position of major rivers in the UK they will explore rivers around the world. Children will then build on this physical geography through the study of mountains in the UK and around the world. They will continue to develop their map and fieldwork skills using atlases to explore countries and they will use the 8 compass points.

In Year 5, children will develop their place knowledge by looking at another continent – Africa, exploring physical and human features and comparing to other places studied in the world. From this their locational knowledge will develop to understand lines of latitude and longitude and time zones. Through exploration of farming in the UK they will use four figure and six figure grid references and a range of OS map symbols. Children will understand the various climate zones around the world and make links to crops farmed in different areas of the world.

In Year 6, children will continue to explore another continent in the world, to develop their place knowledge, through a study of North America. They will develop locational knowledge of the polar circles and the tropics. Mapping and fieldwork skills will make practical links to the Year 6 residential trip to Doly Moch where children will revise the use of 4 and 6 figure grid references and apply them during orienteering work at Doly-Moch.

The impact of the geography journey will be seen in children’s work and their ability to answer key geographical questions, recalling the key knowledge they have learnt.