What does Geography look like in Peaslake School?
Geography enthusiasts would agree that this is one of the most exciting subjects taught in schools, not only does it allow us to explore and learn about our local area but it is a spring board for travelling around the world waking up our senses to the wonders our continents and oceans have to offer. We see Geography as a subject that weaves through all other subjects in the curriculum whether that is via data collection using mathematical skills, science thinking about climate change and weather patterns or history annotating significant landmarks on maps.
Children gain knowledge of their local environment, what it’s like, the things that happen here and how it changes not only through the seasons and weather patterns but the impact the people have on the area; they learn about the natural and human features, the buildings, and landmarks. They use google maps as well as creating maps of their own of the local area, the route to forest school, through the village, gradually increasing their skills to include landmarks and keys. We then broaden the children’s knowledge of the location and significance of the countries and seas surrounding the UK as well as making comparisons and learning about other countries and oceans in the World around us.
At Peaslake School children start learning geographical concepts through exploring their local environment but we also make the most of opportunities to learn, when they come our way, about different countries in the world. For example, when our music teacher took time to travel round New Zealand we mapped her route and discovered New Zealand as she sent weekly photos of the adventure she was having.
In 2019 we became part of a project connecting classrooms globally. Through the British council and a network of local schools and schools in Uganda we have begun to work collaboratively on the sustainability goals primarily focussing on climate change. It has also given us the opportunity to investigate what life or school is like for the children in Kampala compared to what it is like at home. What connects us all together? Do we share the same values, how diverse are we in our thinking and understanding?
Our aim is for children to become environmentally responsible citizens aware of the importance of looking, listening and connecting with their own locality as well as thinking more globally for the future.
Geography Curriculum Skills and Knowledge Map for Early Years & KS1
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps
Recognise and explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and –when appropriate – maps.
Draw information from a simple map.
Recognise some environments that are different from the one in which they live.
By the end of KS1 children will be able to:
Name and locate the world’s seven continents and five oceans.
Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding areas.
Understand geographical similarities and differences through studying human and physical geography of a small area of the UK and a small area in a contrasting non-European country.
Human and Physical Geography
Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.
Use basic geographical vocabulary to refer to:
Key physical features:
Beach, cliff, coast, ocean, river, sea, vegetation, weather.
Key human features:
City, town, village, Port, harbour, shop.
Geographical skills and field work
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage.
Use simple compass directions (North, South, West, East) and locational and directional language eg. Left/right – near/far to describe the location features and routes on a map.
Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map, and use and construct basic symbols in a key.
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.