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South Farnborough Junior School

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Geography

The Intent, Implementation and Impact of our Geography Curriculum.

 

Intent

At South Farnborough, we shape our geography curriculum to ensure it is fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for geography.

We aim for a high quality geography curriculum which should inspire in pupils a curiosity and fascination about the world and its people. Our teaching equips pupils with knowledge about places and people; resources in the environment; physical and human processes; formation and use of landscapes. We also want children to develop geographical skills: collecting and analysing data; using maps, globes, aerial photographs and digital mapping to name and identify countries, continents and oceans; and communicating information in a variety of ways. We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits.

 

Implementation

In ensuring high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a topic, focusing on knowledge and skills stated in the National Curriculum. At South Farnborough, we ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to follow maps, comparing the similarities and differences in environments and communities and through debating current world issues, such as pollution.

We scaffold our children’s learning through the school by helping them to progress in different skills at three level: apprentice, competent and expert whereby the level of support given and the amount of creativity and deeper thinking is adapted in order to help them to meet the objectives. This is apparent both across the whole school approach and also within each academic year.

Below are examples from each year group where children will have the opportunity to use their English and mathematical skills within geography:

 

Year 3 Year 4 Year 5 Year 6
English
Information leaflet/non-chronological report on volcanoes. Non-chronological report of a chosen national park. Information leaflet/fact file of the Amazon River Contrasting diary entries. A child who lives in Hampshire and a child who lives in Florida.
Maths
Looking and comparing temperatures. Negative and positive numbers Being able to compare areas of different national parks. Effects of tourism and looking at different %. Looking at rivers and comparing the volume of water due to climate change. The economic state of Florida and comparing with Hampshire. Looking at money and income of the attractions.

 

Impact

By the end of their time with us, all children should have achieved the National Curriculum objectives:

Locational knowledge

  • 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
  • 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)

Place knowledge

  • 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

Human and physical geography

  • 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

Geographical skills and fieldwork

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

The impact and measure of this is to ensure that children at South Farnborough Junior School are equipped with geographical skills and knowledge that will give them the understanding of the world that they live in so that they can become a well-rounded citizen, so that they have an understanding of both their local community and the wider world and so that they understand key issues that are affecting this world.

We want the children to have thoroughly enjoyed learning about geography; therefore, encouraging them to undertake new life experiences now and in the future.

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