Geography
From the moment we are born it is our instinct to explore the world around us.
At Lydgate, we believe that it is important to nurture and encourage that natural curiosity, to shape and direct it to positively influence our pupils. We want to develop inquisitive questioning learners who look closely at the world around them and begin to be able to interpret what they observe. As a whole school we believe that it is important that our children acquire knowledge and understanding about the world both physical and human so that they can take an active part in contributing to and protecting this world as they grow up. We also strive to instil in the children a sense of environmental responsibility and encourage them to understand environmental issues at a local and global level.
We aim to provide a high quality geography education which will inspire our pupils for the rest of their lives. Teaching will equip pupils with a knowledge about diverse people and places. As pupils progress, they develop their knowledge of the world and understand the connections between physical and human geography.
Reception
In Reception Lydgate pupils are guided to make sense of their physical world and their community. A range of personal experiences increases their knowledge and sense of the world around them-from visiting the local library and local area to meeting important, members of society such as police officers and firefighters. In addition, listening to a broad selection of stories, non-fiction, rhymes and poems will foster pupils understanding of our culturally, socially, technologically and ecologically diverse world. As well as building important knowledge, this extends their familiarity with words that will support understanding in key Stage 1.Geography knowledge and skills taught in reception provide the building blocks for the curriculum Key Stage 1.The Lydgate reception Long term plan ensures that geography skills outlined in the Early Learning Goals document (ELGs) are revisited many times over the year and its specifically tailored towards the interests of our schools children.
Click Here to see the Reception Long Term Plan
KS1
In Key stage 1 pupils build on their learning that took place in reception and continue to develop their understanding about the world. They begin to use geographical skills including first hand observation to help them develop their knowledge and vocabulary. Geography knowledge and skills taught in key stage 1 provide the building blocks for the curriculum in Key Stage 2.The Lydgate key Stage 1 long term plan ensures that knowledge and skills outlined in the national curriculum are taught over a two year cycle. In some cases the geography knowledge and skills have been combined with work in other subject areas.
KS2
In Key Stage two pupils build on their learning that took place in Key stage 1 and continue to develop a curiosity and fascination about the world they in. They develop their use of geographical tools and skills and extend their geographical knowledge and understanding. The Lydgate Key stage two Long term plan ensures that knowledge and skills outlined in the national curriculum are taught over two year cycle.
In KS1 and KS2 as we have mixed age classes so the Geography curriculum is planned over a two year cycle.
Pupils are taught the national curriculum topics through a two year planning cycle: |
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KS1 |
KS2 |
Locational knowledge
Place knowledge
Human and physical geography
Geographical skills and fieldwork
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Locational knowledge
Place knowledge
Human and physical geography
Geographical skills and fieldwork
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Two Year Planning Cycle |
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Key Stage One |
Lower Key Stage Two |
Upper Key Stage Two |
Cycle 1 |
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Cycle 2 |
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Key Stage One |
Lower Key Stage Two |
Upper Key Stage Two |
Contextual Knowledge of locations, places and geographical features |
Have simple location knowledge about individual places and environments, especially in the local area but also in the UK and the wider world |
Have begun to develop a framework of the world locational knowledge, including knowledge of the local area, UK and the wider world and some significant physical and human features. |
Have a more detailed and extensive framework of knowledge of the world, including globally significant physical and human features and places in the news. |
Understanding of the conditions, processes and interactions that explain features, distribution patterns and changes over time and space |
Show understanding by describing places and features they study using simple geographical vocabulary, identifying some similarities and d differences and simple patterns in the environment. |
Demonstrate their knowledge and understanding of the wider world by investigating places beyond their immediate surroundings, including human and physical features and patterns, how places change and some links between people and environments. They become more adept at comparing places and understand some reasons for similarities and differences. |
Understand in some detail what a number of places are like, how and why they are similar and different, and how and why they are changing. They know about spatial patterns in physical and human geography, the conditions which influence these patterns and the process which lead to change. They show some understanding of the links between places, people and environments. |
Competence in geographical enquiry and the application of skills in observing, collecting , analysing, evaluating and communicating geographical enquiry |
Be able to investigate places and environments by asking and answering questions making observations and using sources such as simple maps, atlas, globes, images and aerial photos. |
Be able to investigate places and environments by asking and responding to geographical questions, making observations and using sources such as maps atlases globes images and aerial photos. They can express their opinions and recognise that others may think differently. |
Be able to carry out investigations using a range of geographical questions, skills and sources of information including a variety of maps, graphs and images. They can express and explain their opinions and recognise why others may have different points of view. |