Geography at Coleridge
Geography at Coleridge
By the end of KS2, children at Coleridge will be able to answer questions such as:
- What is geography?
- What is in my local area?
- What are the physical features in a given place and what impact do they have on the area?
- What are the human features in a given place and what impact do they have on the area?
- What similarities and differences can you name about different places?
- What is the weather like in a particular location?
- What is the climate like in a particular location?
- Which different medias can we use to explore an area?
- How can we use maps, globes, atlases and technology for mapping locations?
- How can we use fieldwork to answer a question about the area?
| Key concepts | Associated vocabulary |
| Place | Country, continent, citizenship, diversity, equator, diversity, locate, location |
| Scale | Experience, personal, local, regional, national, global, enquiry |
| Environment | Culture, population density, technology, change, |
| Interdependence | Reliant, dependent, relationship |
| Diversity | Race, ethnicity, gender, age, religion, disability, accessibility |
| Sustainability | Future, maintenance, restoration, recycle |
Place
In EYFS, children are introduced to the concept of place by exploring the world around them. They are encouraged to ask and answer questions about the environments around them and to investigate plants and animals they may see in their outdoor area.
In KS1, children further develop their understanding of place through a study of their school grounds and the local area. Local trips are arranged in which children start to draw and interpret maps in order to complete fieldwork effectively. Children are also taken on a ‘guided tour’ by the Year 6 children where they observe a map and follow directional language.
In KS2, children deepen their understanding of place by building on their knowledge of countries around the world, namely North and South America.
Scale
Children use scale throughout EYFS, KS1 and KS2 to immerse themselves in geographical enquiry. They start to understand that scale can influence the way we see something or what we experience. Children understand that there are many different scales including personal, local, regional, national and global.
Environment
In EYFS, children will begin to understand the concept of physical geography through their enquiries. They will begin to compare the human and physical features they can see in their locality and compare experiences.
In KS1, pupils will build on their understanding of physical geography by using a range of media to observe human and physical features of an area (including aerial photographs, maps, Digimaps and satellite photographs). They will begin to identify and discuss the impact of said features.
In KS2, their understanding in deepened as they begin to make links between physical features in a location and the impact they have on the people that live there and the environment.
Interdependence
Interdependence means the relationship between different things or people. In EYFS, children are encouraged to explore their local area and the key roles within it. They begin to understand the importance of people and places working together. This is further developed in KS1 with an enquiry with a local councillor and the closing of the local park. As children progress through KS2, interdependence is looked at on a more global scale, with children beginning to see the relationships and links between countries and the importance of these relationships.
Diversity
Our geography curriculum is representative and inclusive of all learners. There is a common thread throughout the curriculum of understanding that different people have different perspectives and opinions on their views of the world. Children are encouraged to appreciate and embrace the diverse curriculum and childrens’ own experiences are highly encouraged.
Sustainability
Children start to explore the concept of sustainability in EYFS through understanding the importance of protecting the environment. On their journey through KS1, children are encouraged to evaluate their own impact on the environment and begin to understand what they could do to make an impact. In KS2, children are encouraged to become eco-warriors and support the rest of the school on making eco-friendlier choices and helping to progress towards a shared goal.
Our enquiry questions are based around the key concepts
| Y1 Context | Place and locational knowledge
|
Human and physical geography
|
Geographical enquiry and skills
|
| What does our school community look like?
Geographical scale: Local |
Environment: What can I see in my school grounds?
Place: What other directional language can we use?
|
Place: How would we show a visitor around our school?
Diversity: Why is our school location so special?
|
Place: What instructions can we follow to get from place to place?
Environment: What can we find out about our school?
|
| Y2 Context | Place and locational knowledge
|
Human and physical geography
|
Geographical enquiry and skills
|
| What makes our local environment special?
Geographical scale: Local |
Environment: Why would people want to build on Clifton park?
Environment: How can we persuade the council not to sell Clifton park? |
Place: What is the same and different about different types of map?
Diversity: How would the park being sold impact residents?
|
Environment: Which is the best route and what are the physical and human features we will see on our planned route?
Diversity: What reasons do people visit Clifton park for? |
| Y3 Context | Place and locational knowledge
|
Human and physical geography
|
Geographical enquiry and skills
|
| How does the sea shape the coast?
Geographical scale: Local |
Place: What places ca we find along the East Yorkshire coast?
Diversity: How can we help people to understand the landscape they can see?
|
Environment: What coastal features can we see when we visit the East Yorkshire coast?
|
Place: How do geographers begin to understand what they have observed?
Interdependence: Why do different people choose to visit the East coast? Environment: How do we cope with erosion in the future?
|
| Y4 Context | Place and locational knowledge
|
Human and physical geography
|
Geographical enquiry and skills
|
| How does the sea shape the coast?
Geographical scale: Local |
Place: How has the City of York grown and developed over time?
|
Place: Why is the River Ouse an important river in Yorkshire?
Environment: Why do rivers flood? Interdependence: Can we manage the risk of flooding? |
Environment: Is evidence of flooding clearly visible in York?
Interdependence: How can York and its surrounding settlements be protected from the risk of flooding in the future?
|
| Y5 Context | Place and locational knowledge
|
Human and physical geography
|
Geographical enquiry and skills
|
| What are the challenges facing Rotherham today and how might the residents of Rotherham hope the town might look in the future?
Geographical scale: Local |
Place: How has Rotherham changed over time?
|
Interdependence: How do geographers understand the data that has been collected to answer the questions that have been asked? | Environment: How do geographers make decisions about how a town could change over time?
Diversity: How do geographers investigate what people might need within their community? Environment: How can we investigate what people think about Rotherham? Diversity: |
| Y6 Context | Place and locational knowledge
|
Human and physical geography
|
Geographical enquiry and skills
|
| Can we design a guided walk to explore the different places and communities within Rotherham? Geographical scale: Local | Place: Which are the significant places in Rotherham?
Environment: Where can our daily mile walk take us?
|
Environment: How can we use GIS to plot accurate routes?
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Environment: As geographers, can we follow a planned route with accuracy?
Diversity: How do we know whether our planned route is accessible and inclusive for all? Place: How do geographers present their findings? |
Progression of Language in Geography
By the end of Key stage 2, children should have a concrete understanding of the key geographical terms shown in the table below. These terms include place and locational vocabulary, human and physical vocabulary and geographical enquiry and skills vocabulary. In addition, children will also learn enquiry specific vocabulary linked to the place studied in their year group.
Geographical Language by Year Group
The table below shows the vocabulary each year group will focus on. The language is built up and revisited over time, so vocabulary is not exclusive to only one year group. Each year, teachers will review previously taught historical language to ensure that it is embedded. The definitions ensure that there is consistency across school.
