Rivers Primary Academy, Livingstone Road, Blakenall, Walsall, WS3 1LY
Part of Windsor Academy Trust
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Geography

At Rivers Primary Academy, we are geographers!

We want our pupils to love geography and we inspire them to aspire to be cartographers, town planners, conservationists or weather forecasters. We want our pupils to remember their geography learning and embrace the geographical opportunities they are presented with.Our geography curriculum forms part of the WAT ASPIRE curriculum: Our Aspirations are our possibilities - believe you can and you will!

Intent:

Our curriculum develops pupils’ aspirations so that they strive to be the best that they can be. The geography curriculum promotes curiosity and a love and thirst for learning. We carefully plan the subject knowledge, skills and vocabulary, coupled with specific Aspire character virtues and learning behaviours, so that our pupils have the tools to be successful in learning and in life. We aim to enrich our pupils’ time in our school with memorable experiences.

Implementation:

The geography Aspire curriculum has been carefully built and the learning opportunities and assessment milestones for each year group crafted to ensure progression and repetition in terms of embedding key learning - knowledge and skills are mapped out with threshold concepts. Each theme starts with a ‘big question’ and enquiry is further integrated into our geography themes and linked to the threshold concepts. Long-term curriculum maps have been developed with other schools within Windsor Academy trust. Meaningful links across subjects have been made where appropriate. Medium Term plans are written collaboratively and personalised locally where needed. Knowledge organisers identify key knowledge and help pupils with remembering more.  

Impact:

We aim for all of our children to leave Rivers Primary equipped with the geography skills and knowledge that will enable them to be ready for the curriculum at KS3 and for life as an adult in the wider world. Cumulative Quizzes inform the teacher about the impact of the current learning and demonstrate pupils’ retention of previous knowledge. Key Assessment Task (KATs) allow the teacher to see how the knowledge and skills gained can be translated into understanding. These are centred around a deep-thinking question, known as the ‘Big Question’ and are explicitly linked to the threshold concept/s. Reviews in geography include work scrutinies, learning walks, pupil and staff voice. All of this information is gathered and reviewed. It is used to inform further curriculum developments and provision is adapted accordingly.

At Rivers Primary Academy, we Inspire to Aspire!

Our Curriculum Overview

WAT Curriculum Milestones and Threshold Concepts:

 

Year 1

Year 2

End of KS1 (NC)

Threshold Concepts 







Name the four countries in the United Kingdom and their capitals. 


Begin to make comparisons of the above. 


Use locational and geographical language 


Know about seasonal and daily weather patterns

Name the seven continents of the world and the four major oceans. 


Compare physical and human features of Nairobi to our own town (Halesowen or Walsall). 

 

To investigate places 

Through the study of London, Cardiff, Edinburgh and Belfast:


Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?)


Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its

surrounding environment.


Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. 


Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area. 


Use world maps, atlases and globes to identify the United Kingdom and its countries.


Use aerial images to recognise landmarks and basic physical features. 

Through the study of Halesowen/Walsall and Nairobi:


Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?)


Name and locate the world’s continents and oceans.



Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area. 


Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied. 


Use aerial images and plan perspectives to recognise landmarks and basic human and physical features. 

Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.


Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas


Name and locate the world’s seven continents and five oceans  



Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.


Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.

To investigate patterns

Identify seasonal and daily weather patterns in the United Kingdom

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.


Understand geographical similarities and differences through studying the human and physical geography of the United Kingdom and of a contrasting non-European country.

Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.


Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

To communicate geographically

Use basic geographical vocabulary to refer to

key physical features, including: beach, hill, mountain, ocean, river, soil, valley, and weather.

key human features, including: city, town, village, factory, house, office and shop.




Use locational language (e.g. near and far) to describe the location of features and routes on a map.



Use basic geographical vocabulary to refer to


key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather.

key human features, including: city, town, village, factory, farm, house, office and shop.



Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map.



Devise a simple map; and use and construct basic symbols in a key.


Use simple grid references (A1, B1).

Use basic geographical vocabulary to refer to

  

key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather  key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.


Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map


Devise a simple map; and use and construct basic symbols in a key 




 

 

Year 3

Year 4

Year 5

Year 6

End of KS2 (NC)

Threshold Concepts 






Identify the human and physical features of Wales inc. describing the features of rivers and mountains.


Use 4 points of compass. 


Use 4 figure grid reference. 

Compare the similarities and differences of Iceland and Italy.


Use 8 points of compass.


Explain all stages of the water cycle.  

Define the following: Equator, Northern Hemisphere, Southern

Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones


Use a 6 figure grid reference.


Describe how natural disasters have physical and human impacts. 

Describe 6 main biomes. 


Identify the climate, plants, habitats, animals and how people live in the Amazon Rainforest.

 

To investigate places 

Through the study of Wales:


Ask and answer geographical questions about the physical and

human characteristics of a location.


Explain own views about locations


Use maps, atlases and globes to locate countries and describe features.




Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps and plans.




Use a range of resources to identify the key physical and human features of a location






Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical

characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand

how some of these aspects have changed over time.

Through the study of Iceland and Italy:


Ask and answer geographical questions about the physical and

human characteristics of a location.


Explain own views about locations, giving reasons.


Use maps, atlases, globes and digital/computer mapping to locate

countries and describe features.


Use fieldwork to observe and record the human and physical features

in the local area using a range of methods including sketch maps,

plans and graphs and digital technologies.


Use a range of resources to identify the key physical and human features of a location.





Name and locate the countries of Europe and identify their main

physical and human characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

Through the study of Japan and New Zealand:


Begin to identify and describe how the physical features affect the human activity within a location.



Collect and analyse statistics and other information in order to begin to draw conclusions about locations. 


Use a range of geographical resources to give descriptions and opinions of the characteristic features of a location. 


Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways.



Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps.


Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

Through a study of The Amazon:


Identify and describe how the physical features affect the human activity within a location.



Collect and analyse statistics and other information in order to draw clear conclusions about locations.


Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location. 


Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways.



Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps.


Name and locate the countries of North and South America and identify their main physical and human characteristics,.including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities  

*Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time 


Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied


*Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.




To investigate patterns

 

Describe geographical similarities and differences between countries.



Name and locate the Equator, Northern Hemisphere, Southern

Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. 




Describe some of

the characteristics of these geographical areas.



Describe how locations around the world are changing and explain

some of the reasons for change

Identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the

Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time

zones (including day and night).

Understand some of the reasons for geographical similarities and differences between countries.


Describe geographical diversity across the world.

Describe how countries and geographical regions are interconnected

and interdependent.

Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).

Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America.

To communicate geographically

Describe key aspects of: physical geography, including: rivers and  mountains, 

human geography, including: settlements and land use.


Use the four points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom.

Describe key aspects of: physical geography, including: rivers, mountains, volcanoes and the water cycle. 

human geography, including: settlements and land use. 


Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.

Describe and understand key aspects of:

physical geography, including: climate zones,, rivers, mountains, volcanoes and earthquakes and the water cycle.

human geography, including: settlements, land use, economic activity including trade links, 


Use the eight points of a compass, six-figure grid references, symbols and a key to communicate knowledge of the United Kingdom and the world.

Create maps of locations identifying patterns (such as: climate zones, height of land).

Describe and understand key aspects of:

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes and the water cycle.

human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies.


Use the eight points of a compass, six-figure grid references, symbols and a key (that uses standard Ordnance Survey symbols)

to communicate knowledge of the United Kingdom and the world.


Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land).

Describe and understand key aspects of: 

physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.  

human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water supplies.


Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.  

Sample Knowledge Organisers