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Rickmansworth Park Junior Mixed and Infant School

Geography

Geography Subject Leader - Planning Statement

 

Article 29 states:

Education must develop very child’s personality, talents and abilities to the full. It must encourage the child’s respect for…their own and other cultures…

 

Geography is a valued part of the curriculum, providing a purposeful means for exploring, appreciating and understanding the world in which we live and how it has evolved. This curriculum closely follows the New National Curriculum focussing on four main areas: Locational Knowledge, Place Knowledge, Physical and Human and Geographical Skills and Fieldwork.

 

Teachers follow the Rickmansworth Park Geography Progression of Skills document which is, where possible, closely linked to History and other foundation subjects to ensure that Geography skills can be taught in a meaningful way. Teachers also use the Assessment Criteria from Rising Stars to further inform their planning.

 

In Reception, opportunities are planned from the Early Years Foundation Stage in the EYFS Specific Area of ‘Understanding the World’. Teachers plan early experiences including exploring and investigating, drawing on their own personal experiences and observing closely using their senses.

 

The planning itself takes a variety of formats and draws on own plans, published plans from the internet, Twinkl, PlanBee, TES and Hamilton Trust.

 

Teachers in KS1 and KS2 incorporate at least one field visit and/or a local trip to further enrich the children’s learning. We have also established a link with an African charity, providing a link with a school in Africa.

What makes our Geography curriculum great?

 

 

1. It is underpinned by aims, values & purpose.

Geography matters because in our diverse society children need more than ever before, to understand other people and cultures.

e.g. Article 29 UN Convention of Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

 

 

 

2. It develops the whole person – knowledge, skills, understanding & attitudes.

Skills – children learn to observe and interpret the environment, communicate their findings in drawings, charts and diagrams, undertake fieldwork, record and analyse data using ICT

Knowledge – understand distant places and environments, recognise how people from all over the world are linked through travel and trade, place knowledge, learn about major rivers, mountains and cities. Understanding and Attitudes – consider environment issues and develop a multicultural understanding.

 

3. It is broad and balanced.

Throughout the Key stages, children are taught a range of geographical  skills

All aspects of the National Curriculum are covered.

Children gain an understanding of their place in the world. They look at how other people live across the world and develop an appreciation of their own lives.

YR3 study volcanoes and their impact

YR5  study earthquakes in South America

YR 6 study Africa (schools, water aid)

CBBC Newsround (UK NEWS)

CBBC NEWSROUND (World News)

 

 

4. There is clear progression in subject knowledge and skills.

Teachers use progression of skills document when planning their lessons.

There is a balance between, place knowledge, field work, map skills, physical  and human geography.

 

 

 

 

 

5. It is filled with rich first-hand experiences.

Staff work incredibly hard to enrich the Geography curriculum:

Links with an African charity worker in YR 6

Y4 go to the canal to look at Victorian life on a barge.

Reception draw maps when they walk to the library.

YR3 walk to the Aquadrome and draw maps of their walk.

YR4 visit the Amersham study centre.

YR5 visit the Greenwich to study the Prime Meridiam.  

 

 

6. It is flexible and responsive to individual needs and interests.

Children talk about their holidays and we link this to work about the world.

Teachers take the opportunity to use the knowledge of children who come from another country, e.g Russia, Spain

 

 

7. It has an eye on the future and the needs of future citizens.

Children develop an attitude and form opinions about current issues, appreciate tensions and uncertainties and consider the future of the world and its people, e.g. global warning

Use of interactive white boards, digital cameras and the internet allow our children to record and interpret the world in new ways.

Children have also experienced:

Google Expeditions

First News

 

 

8. It encourages the use of environments and expertise beyond the classroom.

 

Field work gives our children direct experience of the real world.

YR4 Walk to the canal

YR6 walk to the River Chess – rivers

YR6 residential trip to Isle of Wight, rock pooling and grid references

EYFS – map skills around the school and walk to the library

 

Assemblies and displays around the school

 

 

 

9. It makes meaningful links between areas of knowledge across the curriculum.

Links are frequently made between Geography and History, e.g. YR6 study Ancient Benin and an African region. YR4 study ancient Egypt and deserts.  YR3 study Volcanoes while learning about the Romans. (Pompeii). Links are also made with Science. YR3 study compass points when learning about magnets. YR5 link longitude and latitude to Maths (time zones)

 

 

 

10. It has a local, national and global dimension.

See curriculum overview.

Children develop an understanding that we are all interdependent global citizens with a responsibility to the planet and to each other, e.g

Earth’s resources –energy

CBBC Newsround (UK NEWS)

CBBC NEWSROUND (World News

 

11. It is supported by high quality Subject Leader CPD.

The Geography lead consulted the Hertfordshire advisor before changing the units of work taught at RPS.

Attended course on assessment and progression.

 

SMSC is embedded within the curriculum.

(See SMCS Subject Statement)

Social Moral Spiritual Cultural Links

 

Spiritual

 

  • Geography supports spiritual development by promoting a sense of wonder and fascination with the physical and human world. An understanding of scale is an important aspect of Geography and how small changes in climate can have far reaching consequences. Understanding that all life is linked together and create the processes that make Earth the only known inhabited planet.

 

Moral

 

  • Geography supports moral development by looking at a range of moral issues such how the development of cites have put pressure on wildlife. We cover moral issues of an ever increasing population and the different approaches taken by countries to tackle the problem. We explore issues of poverty and the moral dilemma of importing food and the consequences of it on global warming.

 

Social

 

  • Geography supports social development because social issues are common themes within geography. Children discuss issues such as global warming with an emphasis on how they can make a difference by making small changes to their lifestyles.

 

Cultural

 

  • Geography supports cultural development by helping children to understanding different cultures. Through geography children look at how different cultures and beliefs can impact on the environment and human issues.  Children look at different places such as South America and are introduced to their customs and traditions allowing pupils to develop their humility and an understanding of the world as a global community.

 

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