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Simply the BEST!

Geography

Intent

 

At Bentley High Street the principle aim of Geography is to ensure children develop contextual knowledge of the location of globally significant places.  

Our main aims are to;

  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • Become competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Implementation:

Geography is taught in blocks throughout each topic within the year to allow children to focus on each subject content in more depth. 

 

Subject Content and Organisation Across School

EYFS

Children can ask questions about the place they live and the natural world.  They can make basic observations based on plants, animals, natural and found objects.  They can talk about how and why things work.  They show care and concerns for living things and the environment.

Children show an interest in the lives of people who are familiar to them.  They can talk about significant events.  They can talk about similarities and differences to friends and family.

Year 1

Children can name and locate the four countries and capital cities of the UK and the surrounding seas.  They can use this to explore the human and physical geography of the UK and compare this to a contrasting non-European country.  Children can identify seasonal and daily weather changes.  They can use this to identify hot and cold areas of the world.  Children can use maps and globes to identify the UK and its countries.  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.

Year 2

Children can name and locate the world’s seven continents and five oceans.  They can use this to explore the human and physical geography of the UK and contrasting countries.  Children can use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.  They can use this to devise a simple map; and use and construct basic symbols in a key.  Children can 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.

 

Year 3

Children can locate and name the continents on a World Map and use this to locate the main countries of Europe inc. Russia.  Children can locate and name the countries making up the British Isles, with their capital cities.  They can identify longest rivers in the world, largest deserts, highest mountains then use this to identify the position of the Equator, N. and S. Hemisphere, Tropics of Cancer and Capricorn.  Children can compare a region of the UK with a region in Europe.  Children can use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries.  They know the eight points of a compass, 2 figure grid reference (maths co-ordinates), some basic symbols and key to build their knowledge of the UK.

Year 4

Children can locate areas of similar environmental regions, either desert, rainforest or temperate regions on a world map.  They can understand geographical similarities and differences through the study of human and physical geography of a region of the UK.

Children can use fieldwork to observe, measure 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.

Year 5

Children can locate the main countries in Europe and North or South America and use this to compare a rural and urban region.  They can compare land use maps of UK from past with the present, focusing on land use.  Children can identify the position of latitude/longitude. Children can compare a region in UK with a region in N. or S. America with significant differences and similarities. Children can use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied.

Year 6

Children can locate the main countries in Africa, Asia and Australasia/Oceania on a map.

They can name and locate the key topographical features including coast, features of erosion, hills, mountains and rivers.  Children can compare a region in UK with a region in N. or S. America with significant differences and similarities and use this to reason similarities and differences.  Children can extend to 6 figure grid references with teaching of latitude and longitude in depth. They can use fieldwork to observe, measure 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.

Curriculum Impact 2019-2020

Strengths of the subject:

Areas for Development:

  • Majority of year groups have hit the expected target for the year (65%)
  • Girls throughout school are making good progress.
  • No gap between PP and non-PP in year 5.
  • There has been an improvement of GDS pupils in Y3, Y5 and Y6.
  • 90% of girls achieved at and above in Y1.
  • PP children in Y3 and Y6 are working within the expected standard.

 

  • SEN children are not making good progress in KS2 – Look at work more closely – How can we make this more accessible for our SEN children?
  • Some year groups have a big gap between mid-year and end of year data – look closely at year group statements to ensure that they match the year group appropriately.
  • Girls are outperforming boys in the majority of year groups (apart from year 1) – How can we engage our boys more? Look in more depth through drop ins and pupil voice.

 

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