1. Geography in the Primary School

2. Today’s aims Standards: 1b, 2d, 3a, 3b, 5a, 5b, 6a
Develop an understanding of the primary geography curriculum
How to plan geography into a skills based and cross curricular curriculum
Understand how to plan and assess geography
To look at resources available and practical activities to use in the classroom
Today’s aims
Standards: 1b, 2d, 3a, 3b, 5a, 5b, 6a

3. Knowledge about diverse places, people, resources and natural and human environments
Understanding of the Earth’s key physical and human features
The interaction between human and physical processes
Formation of landscapes and environments
New Curriculum

4. Key Stage 1 Knowledge about the world, the UK and their locality
Subject specific vocabulary
Begin to use geographic skills to enhance their local knowledge
Key Stage 1

5. Name and locate the world’s seven continents and five oceans
Name, locate and identify characteristics of the four countries and capital cities of the UK and surrounding seas.
Study a small area of the UK and in a contrasting non-European country – human and physical similarities and differences
Seasonal and daily weather patterns in the UK
Location of hot and cold places in the world
Use world maps, atlases and globes when studying places
Use 4 compass directions
Use aerial photos, devise simple map and construct a simple key
Fieldwork and observational skills

6. Should extend their knowledge from the local area to include the UK, Europe, North and South America
Location and characteristics of a range of significant human and physical features
Develop their geographical tools and skills to enhance their locational and place knowledge
Key Stage 2

7. Locate the worlds countries – focus on Europe and North and South America – key physical and human features, countries and major cities
Countries and cities of the UK – human and physical characteristics, key topographical features, land use patterns and how it has changed
Locate Equator, Northern and Southern Hemisphere, Tropics of Cancer and Capricorn
Similarities and differences of a region in the UK, a European country and a region within North or South America

8. Climate zones, vegetation belts, rivers, mountains, volcanoes, earthquakes, water cycle
Types of settlement, land use, economic activity, distribution of natural resources
Use maps, atlases, globes and digital/computer mapping to locate and describe
Use the eight points of a compass, four and six- figure grid references, symbols and keys, use of OS maps
Fieldwork to observe, measure and record human and physical features

9. The Geographical association has picked out 4 main aspects of the new curriculum
Where places are
Maps
Where we live
Physical geography
Key aspects

10. Geographical Skills
Graphicacy – the skill of interpreting pictorial forms
To develop these skills children use signs, symbols, diagrams and photos, as well as using maps, atlases and globes.
KS1 using photos and introducing maps
KS2 using a variety of maps
KS3 should be confident in atlases and OS maps
Photos give us information about scale, shapes or forms, size, distance and are a powerful tool in geography but this skill needs to be taught

11. Key skills in maps Location grids Plan views Colour Words Lines
Symbols
Numbers
Scale
Compass direction
Progression
Key skills in maps

12. First hand observations – drawing a map of what we can see, where objects are in relation to one another.
Mental or cognitive maps – a map of a place we know e.g. The route home, how to get to the church.
Imaginative maps – maps made from a story or imaginative play.
Maps from second hand sources – using an aerial photo to create a map.
Making Maps

13. As adults we rarely use a globe but it is the image of a 3D image which is essential for understanding.
Children need experience of a globe at a young age even though the understanding of what it is comes later.
Atlases and globes should be used side by side – both provide unique spatial information.
Atlases and Globes

14. Asking their own questions to find out what places are like and how they change
Manage their own learning, handle issues objectively and use skills with a real purpose
Stages in an enquiry
1. Awareness raising/stimulus
2. Generating questions
3. collecting and recording information
4. processing the gathered information
5. drawing conclusions from this data
6. sharing the learning
7. Evaluation
Geographical enquiry

15. Fieldwork Develops observational skills
Skills of recording, analysis, deduction and an enquiring mind
Fieldwork give the children a real practical opportunity to see, hear, feel and understand for themselves

16. Planning When planning think about the following
What am I teaching (Context)
How am I going to teach this
What do I need to know
What will the children learn from this
How will this build on from previous learning
How will I deal with misconceptions
Planning

17. Progression through the Key Stages
An increase in breath of studies – gradual extension of content, places themes and environments
An increase in the spatial scale – shift from local, small scale to more distant, regional, national, continental and global
Development of skills
More opportunity for children to look at economic, political and environmental issues

18. The attainment target for the National Curriculum no longer describe the outcomes we expect of pupils.
Attainment target: by the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.
Schools now have the freedom to devise their own approach
Assessment needs to be carefully planned into teaching activities - identifying the next steps in learning.
Effective assessment is an ongoing process, in which pupils and teachers develop awareness of their strengths and weaknesses.
Assessment

19. Types of Assessment Formative/AfL:
day-to-day (often informal) assessments; looking forward
identify pupils’ current understanding
give feedback to prompt action/improvement by pupils
help teachers plan how to help pupils develop next.
Summative/AoL:
long-term (usually formal) summing-up of progress; looking backward
providing information
Formal recognition of achievement
Based on geography benchmarks
Reported to parents and next teacher/school
Types of Assessment

20. Environmental/ sustainability
Interactions between people and their environments
Fieldwork is essential. Again start in your local area and then move further away
Shows other people’s opinions and values
Eco-schools, healthy schools, forest schools
Looking after our school
Caring for animals
Looking after water
New buildings – local resources
Local flooding
Tourism
Rainforest
New road construction
How do you think your area/school will look like in 10 years time?
Environmental/ sustainability

21. Local Studies School grounds Local area Streets , roads, buildings
Different building materials
Dating the buildings on a map
Using map keys
Finding pleasant/boring areas around school
Making up routes around the school
Sketching views from the site
Improving/changing the site
Seasonal changes on the site
Streets , roads, buildings
Local shops
Parks
Water features
Transport links
Local viewpoints
New developments
Service provisions
Local Studies

22. Aerial photos – make the link between real world and maps
Aerial Photographs

23. More reliance on Secondary sources – books, video clips, Internet
KS1 – may approach another locality by cross curricular links – food, seaside, Barnaby Bear
Must continue to develop the skills
Must develop their knowledge and understanding of place
Main physical and human features
Avoid making a inaccurate, biased or over- simplified picture of the place
Distant Localities

24. Maps Globe – what the world looks like Atlases – Maps of the world
Local maps
Freehand or sketch maps
Mental or cognitive maps
Imaginative maps
Scaled maps
Ordnance Survey maps
Maps

25. Photographs Photographs of: Your school Local area Old calendars
Postcards
Photographs

26. Stories Some stories have maps at the beginning
Descriptions of settings
Some will have a geographical theme
Can use books as a geography resource for activities
Stories