Quick Links

Useful Links

De Lucy

De Lucy

Geography

Intent

Since our last inspection, there has been an overhaul of the geography curriculum on offer at the school. We have sought to facilitate children’s understanding of how geographers think, about the methods geographers use to create valuable insights about the world and the range of ideas and perspectives that make geography a global subject. We see Geography as an integral part of the curriculum as it provokes and answers questions about the natural and human worlds; it is about understanding the diverse places, people, resources and natural and human environments of our world, together with an understanding of the Earth’s key physical and human processes. The curriculum at Key Stage 1 focuses on developing children’s understanding of geography: subject-specific vocabulary relating to human and physical geography and geographical skills, including first-hand observation, to enhance their locational awareness. In Key stage 2, pupils extend their knowledge and understanding and develop their use of geographical skills; they enhance their locational and place knowledge, including the location and characteristics of significant human and physical features around the world. 

Implementation

In EYFS, children describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; know similarities and differences between different communities in this country from their experiences and what has been read in class; explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and maps. For Key Stage 1 and 2, the curriculum is a progressive model whereby the teaching of skills, knowledge and language progresses through each year group to ensure children are given opportunities to build upon previous learning. The four key elements of the national curriculum – place and locational knowledge, human and physical geography, fieldwork and skills - are taught and there are planned opportunities to revisit these. Teachers use questioning and provide opportunities for discussion and investigation to support the development of vocabulary, which is taught and modelled by teachers in each lesson. School trips and fieldwork are provided to give first hand experiences and enhance children’s understanding.

EYFS

People Culture and Communities ELG

Children describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps; know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class; explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and maps.

Year 1

Where we live

Bright Lights Big City

Where do different animals live?

Year 2

Street Detective

 

What wonders will we see?

Coastline

Year 3

Relics Rocks Rumbles

Where on Earth?

Climate and Weather

Year 4

Mountains 

Rivers

North America

Year 5

Trade

Sow Grow Farm

Europe – The Mediterranean

Year 6

Understanding our environment

Frozen Kingdom

Greenwich, England;

Rio, Brazil

In 2022, we held an Environmental Awareness day planned where each year group looked at a different aspect of this crucial aspect of geography. We also undertook a whole school Mapping Day where each year group had explicit sessions that focussed solely on this vital geographical skill.

We will repeat this model this academic year (2022-23).

Impact

The impact of our Geography curriculum is measured in a variety of ways: questioning during lesson time, marking children’s written work, interviewing pupils across the school about their learning and book scrutiny. Teachers make an assessment judgement at the end of each unit studied. By the end of the Geography curriculum at De Lucy, our children will have an understanding of:

  • the key components of the National Curriculum – locational knowledge, place knowledge, human and physical geography, fieldwork and skills
  • The places and communities in which we live and work
  • Our natural environments and the pressures they face
  • The interconnectedness of the world and our communities within it
  • How and why the world is changing, both globally and locally
  • How our individual and societal actions contribute to those changes and the choices that exist in managing our world for the future

How parents can help

  • You can talk about the location of different places in the news – in the UK and abroad.
  • Use google maps or an atlas to see where places are.
  • Use google maps or an atlas to see where places are and discuss how the geography of an area impacts upon it.
  • The link below from Royal Geographic Society contains many ideas as well:

https://www.rgs.org/schools/teaching-resources/geography-at-home/ 

Partnership links

We use the Royal Geographic Society as a means of staying up to date with geographical developments, both at home and around the world; it is a trusted source of information and teaching ideas.

Subject leader

Currently led by Miss Kamara 

Page checked 20th September 2023

Noticeboard

Terms dates for 2023-2024 have been published and can be found on our websiteTerm dates