Westgate Academy
Learning and Growing Together
Geography Curriculum at Westgate
Geography Curriculum Intent
Through Westgate Academy’s Geography curriculum we strive to ensure that all children leave our school as curious Geographers that have an understanding and appreciation of the world we live in. We aim to develop their locational and place knowledge, as well as their understanding of both human and physical Geography through the study of different locations. We take a ‘zooming out’ approach to Geography, with Year 3 learning about Lincolnshire and Great Britain, before Year 4 explore Europe. Year 5 study the Americas and finally Year 6 investigate the planet as a whole and some of the environmental problems facing our future. We hope this progression will allow children to discover a wide range of locations and cultures and to develop their Geographical skills. We will follow the National Curriculum in a way that meets the needs of our changing cohorts and our individual children.
Curriculum Drivers
COMMUNICATION: We encourage our pupils to use the correct Geographical terminology and vocabulary during lessons.
LOCAL: At Westgate, we draw upon the richness of our local area. Our geographical location drives inspiration and motivation across our whole curriculum. We look to be involved in community projects so that children can build a sense of belonging. We also consider our local context in addressing gaps in pupils’ knowledge and skills.
ENRICHED: Our curriculum provides children with powerful knowledge that they do not receive outside of our school. They are offered opportunities, experiences, and responsibilities that they do not have access to away from our setting. We support our pupils in developing or discovering interests. Within Geography the exploration of different places and cultures enables children to appreciate the world they have not seen and potentially inspire them for the future.
AMBITIOUS: Our Geography curriculum is ambitious for all children. The curriculum is adapted, designed and developed to meet the needs of pupils with SEND, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence. Work is challenging for all children, but support is there for them to experience success. Within the lessons there are opportunities for retrieval to deepen the learning.
REMEMBERED: At Westgate Academy, we define learning as a change to the long-term memory. If nothing has changed, nothing has been learnt. We know that children only remember what they think about. Lessons include frequent forwards and backwards referencing to link learning within subjects, across the curriculum and across year groups. Our way of teaching includes practices which are research and evidence-informed.
By the end of Key Stage 2, a Westgate Geographer will have been taught to and be able to…..
Curriculum Content Coverage
Year Group 3 | Objectives |
Locational knowledge | -Name and locate settlements in Lincolnshire -Locate the three countries of Great Britain and their capital cities -Understand what is meant by Prime/ Greenwich Meridian and can locate Greenwich -Name and locate some British cities -Name and locate some British counties
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Physical Geography and Human Geography | -Name some key physical features of Great Britain (rivers, hills, mountains and coasts) -Explain why people choose to settle in our local area -Understand some of the local Lincolnshire and British culture
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Place Knowledge | - Understand the geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom. |
Geographical skills and fieldwork | -Begin to use four figure grid references -Use Google Earth to locate Lincolnshire and Great Britain -Give accurate directions using four compass points and begin to use eight compass points -Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including tables, sketch maps and plans.
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Year Group 4 | Objectives |
Locational knowledge | -Locate the main countries of Europe -Locate main cities of Europe (Including Russia) -Name many cities in Great Britain -Undertake a geographical study of different regions in Europe and know why they are important. -Know that Europe is in the Northern Hemisphere. -Know that the Equator divides the Northern and Southern Hemispheres
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Physical Geography and Human Geography | -Name key physical features of Europe (rivers, hills, mountains and coasts) -Understand human aspects of Europe (trade, settlements, land use, food and water) -Understand and can explain the water cycle -Know the features of rivers and can identify some of these within a European river - Name and describe some key European monuments |
Place Knowledge | -Understand the geographical similarities and differences through the study of human and physical geography of a region in a European country.
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Geographical skills and fieldwork | -Use four figure references and understand six figure grid references are more accurate -Give directions up to eight compass points. -Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including tables, sketch maps and plans.
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Year Group 5 | Objectives |
Locational knowledge | -Name and locate countries, cities and regions in North and South America -Understand the importance of latitude, longitude and hemispheres -Identify the position of the Tropics of Cancer and Capricorn
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Physical Geography and Human Geography | -Locate and describe the key physical and human characteristics of North and South America -Know what life is like in some settlements in North and South America -Understand where volcanoes are located, how they develop and their impacts in North and South America - Understand how Hurricanes form and impact the Americas -Understand where and why earthquakes occur in the Americas |
Place Knowledge | -Understand the geographical similarities and differences through the study of human and physical geography of a region within North or South America
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Geographical skills and fieldwork | -Accurately use four figure grid references and become competent using six figure grid references -Accurately give directions up to eight compass points -Use OS map symbols and read maps at different scales -Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including tables, sketch maps, plans and analyse the findings
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Year Group 6 | Objectives |
Locational knowledge | -Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn -Understand what is meant by the Prime Meridian (Greenwich) and its link to time zones including day and night
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Physical Geography and Human Geography | -Locate, describe and understand many physical features of Earth using satellite images, such as: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes -Locate, describe and understand many human features of Earth using satellite images, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources for example energy.
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Place Knowledge | -Understand the geographical similarities and differences through the study of human and physical geography of a region within a previously unstudied continent |
Geographical skills and fieldwork | -Accurately use four figure grid references and accurately use six figure grid references -Accurately give directions up to eight compass points -Accurately read height and slope from an OS map -Read and compare maps confidently at different scales -Plan and use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including tables, sketch maps, plans and can analyse findings.
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Skills/Key subject disciplines
Locational knowledge
- Children will locate the world’s countries using maps to focus on the area of the world they are studying
- Children will locate counties and cities of the UK using maps
- Children will look at the physical and human characteristics of the places the study
- Children will learn the position of the lines of latitude and longitude
Place knowledge
- Children will look at the similarities and differences between different regions
Human and physical Geography
- Children will describe and understand the key aspects of physical geography
- Children will describe and understand the key aspects of human geography
Geographical skills and fieldwork
- Children will develop geographical skills using atlases, globes and maps both physical and online.
- Children will use the 8 points of a compass, 4 and 6 figure grid references and build a knowledge of OS maps.
- Children will undertake investigative fieldwork in the local area.
Geography week- Each year group will be assigned a week – the same week across the school. The week is designed to develop key Geography skills using fieldwork in the local area.- Objectives to be decided by each year group.
Other areas of Geography learning
Year 3
-I can find and locate the Roman Empire (Italy)
- Use of maps to track Amelia Earhart’s journeys.
Year 4
- Habitats and environments from around the globe
- The layers of the Ocean
Year 5
-I can name and locate the countries of the Victorian Empire (History link)
Year 6
-Locate the countries involved in the world wars
Vocabulary KEY
Building on this from Y3 Y6
| YEAR 3 | YEAR 4 | YEAR 5 | YEAR 6 |
Key Vocabulary
| -physical feature -human feature continents -countries -counties -cities -capital cities -Great Britain -compass
| -delta -mouth -lower course -deposition -meander -oxbow lake -floodplain -upper course -tributary -v-shaped valley -rapids -vegetation -waterfall -source -steep valley sides
| - volcano lava -crater -vent -earthquake -epicentre -focus -fault line -aftershock -convergent boundary - divergent boundary -transform fault -seismograph -Richter Scale -hurricane, typhoon, cyclone -eye
| -natural resources -Renewable energy -Non- Renewable energy -fossil fuels -global warming -greenhouse gases -plastic pollution -deforestation -climate change -latitude -longitude -Equator -Northern Hemisphere -Southern Hemisphere -Tropic of Cancer -Tropic of Capricorn
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Other Vocabulary | -maps -atlas -planets -towns -villages -settlements -north -north east -east -south east -south -south west -west -north west -OS map -4 figure grid references -co- ordinates -mountain -river -hill -sea -ocean -lakes
| -cities -compass -north -north east -east -south east -south -south west -west -north west -northern hemisphere -southern hemisphere -capital cities -Great Britain -Europe -region -climate -valley -fjords -lakes -moraine -physical features -rivers -floods -mountains -seas -human geography -populations -exports - E.U. -4 figure grid reference -similarities -differences -social
| -atlas - physical features -countries -rivers -mountains -Americas -Equator -Tropic of Cancer -Tropic of Capricorn -LEDC -mudslide -tsunami -foreshock -mainshock -pressure -rotate -storm surge -dissipates -global warming -ash -native Americans
| -countries -climate -co-ordinates -population growth |
Implementation
Geography is predominantly taught during the ‘place’ topic in terms 3 and 4. These lessons are usually standalone lessons that are delivered by the class teacher usually once per week for at least one hour. Some lessons may run over into an extended session or be revisited.
The topic, which is been taught in each year group, is also linked to many other areas of the curriculum. There is an emphasis on creating artwork linked to the region or geographical features studied. In Music there is a strong link with the Music lessons using music originating from linked cultures and locations. In English, to inspire writing, the topic links whenever possible to the English lessons, sometimes by using a ‘take one book’. Geography is also linked with Maths through the use of graphing. During term 1 and 2 during the History topic, year groups teach the pupils where in the world their studied topic occurred.
In order to enrich the learning and Geography trips are organised where possible. Year 3 visit a local wildlife area, Year 5 visit Magma and Year 6 visit The Deep. The trips are in order to motivate, inspire and enrich the learning. (COVID DEPENDANT AND MAY CHANGE IN FUTURE YEARS) During Term 3/4 the school undergoes a ‘Geography Fieldwork’ week in which each year group uses the local areas to develop Geography skills and understand the local are better.
Opportunities to revisit learning-
Year 3 | Year 4 | Year 5 | Year 6 |
- To use four figure grid references | - To use four figure grid references |
| -To use four and six figure grid references |
-To locate countries and cities on a map (British)
| -To locate countries and cities on a map (European) | -To locate countries and cities on a map (N and S America) | -To locate countries on a map (Global) |
-To have a knowledge of Great Britain and its cities | -To have a knowledge of Great Britain and its cities |
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| -The impact of global warming on hurricanes | - The impact of global warming |
-To know reasons for settling locally |
| -To look at settlement in the Americas | - To look at reasons for settlement- push or pull |
-To know and use the 4 compass points and begin to use 8 | -To know and use the 4 and 8 compass points | -To know and use the 4 and 8 compass points | -To know and use the 8 compass points |
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| -To understand longitude and latitude | -To understand longitude and latitude |
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| -To understand the northern and southern hemisphere | -To understand the northern and southern hemisphere |
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| -To locate the Equator, Tropic of Cancer and Tropic of Capricorn | -To locate the Equator, Tropic of Cancer and Tropic of Capricorn |
| -To compare different settlements | -To compare different settlements |
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There are links on each groups planning to indicate if there is prior knowledge that could be revisited or developed during each Topic.
Geography | |
Spiritual | Spiritual education in Geography inspires awe and wonder at the natural world: both at the physical and human features. It also inspires wonder of the natural environment such as rivers, mountains, hills, volcanoes and the effect of weather and climate. It also includes the effect that the environment continues to have on settlement and peoples' daily lives. Understanding that all life is linked together and create the processes that make Earth the only known inhabited planet. Pupils reflect on the long and short term impacts noting the rights and wrongs linking into the value of justice.
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Moral | Moral education in Geography provides opportunities for students to recognise that development takes place within a global context and that local decisions affect and are affected by decisions and processes in other countries. Through learning about real world problems like plastic pollution and deforestation students are then able to become considerate of their own style of life.
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Social | Social education in Geography involves the study of real people in different societies. In looking at their own locality and others in the world, students' sense of identity and community can be strengthened. Children foster good behavior and socialising during field work and field trips.
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Cultural | Cultural education involves the study of real people in real places in the present and past. It provides opportunities for multi-cultural education through recognizing similarities and differences. It also encourages students to reflect on their own personal culture.
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British Values | Democracy · Take the views and opinions of others into account. · Take turns and instructions from others.
The rule of law · Understand the importance of safety rules when working Geographically · Know that there are consequences if rules are not followed.
Individual liberty · Make choices if planning an investigation. · Others may have different points of view as to where to start.
Tolerance · Accept and embrace other cultures.
Mutual respect · Work as a team. · Offer support and advice to others |
IMPACT
Our Geography curriculum aims for high achievement and progress for all children irrespective of their backgrounds and starting points.
- Quality of Education
- The Academy’s intended impact is that disadvantaged pupils and pupils with SEND acquire the knowledge and cultural capital that they need to succeed for the next stage of their education and in life.
- The Academy’s intended impact in statutory assessments is that cohorts of Westgate children attain the national average as a minimum requirement.
- The Academy’s intended impact regarding pupils’ individual progress is that this is a positive measure, thus proving that students can remember more and are able to do more.
- Attitudes and Personal Development
- Children are confident, resilient and successful learners; they demonstrate the values and make the right choices.
- Westgate Values
- Children demonstrate the Westgate Values in their learning and behaviour in and around school and within the local community.
MONITORING ARRANGEMENTS
Monitoring and judgements on the impact of the curriculum in Geography on pupils is based upon a triangulation of different monitoring and evaluation activities within school:
- lesson observations
- learning walks
- pupil voice discussions
- book and planning scrutinies
- outcomes of assessments
- deep dives
Governors
For Geography there is currently a linked governor who is involved in process as much as possible.
SLT
SLT are involved in, or reported back to about, the monitoring conducted in Geography. These monitoring tools help senior leaders assess the impact of the curriculum.
ASSESSMENT PROCEDURES
Within Geography several methods are used to assess. We use retrieval based questions to revisit and remember key information. At the end to the unit there is a short, low stakes quiz to inform what children have remembered at this point. During term 6 we are developing a second low stakes quiz to retrieve learning from the previous terms,
The assessment of children’s work is on-going to ensure that understanding is being achieved and that progress is being made. Feedback is given to the children as soon as possible, and marking work will be guided by the school’s Marking Policy.