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.
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. |