Geography

 

Our Approach    

The children at Blaise Primary School have a natural curiosity for the world around them and the people in it. We feel the Geography curriculum at Blaise is a fantastic opportunity to help develop this sense of wonderment into finely tuned geographical skills that will stay with the children for the rest of their lives. 

We feel it is important for children to develop a sense of place in the world nationally and globally but we believe this must start at local level. In particular geography provides us with an opportunity to understand what a unique tidal port city we live in.  A deep understanding of our local area will allow us to develop fieldwork skills, go on inspirational trips, create maps

, meet and interview local experts, collect and analyse geographical information and get out into the environment we are studying. We feel this local study could be the spring board to look at the interconnection between human and physical geographical features both nationally and globally. By doing this we will be providing children with opportunities to develop knowledge of significant places on land and sea around the world.

At Blaise we feel the impact of both human and physical geographical forces is becoming more relevant and it is essential to begin to understand and analyse these processes at different scales..  We will challenge children to apply the geographical skills they have learnt by giving children scenarios to research such as ’Why are so many cities near active volcanoes?.  We feel this will help the children apply human and physical geographical thinking to analyse geographical problems across different regions: locally, nationally and globally.

We are meeting the requirements of the 2014 curriculum whilst matching the learning to the individuality of each child.

In Key stage one

Locational knowledge

 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 seas

Place knowledge

 understand geographical similarities and differences through studying the human and

physical geography of Bristol, and of a small area in a contrasting non-European country

Human and physical geography

 identify seasonal and daily weather patterns in the United Kingdom 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, including: beach, cliff, coast, forest, hill, mountain, sea,

ocean, river, soil, valley, vegetation, season and weather

 key human features, including: city, town, village, factory, farm, house, office, port,

harbour and shop

Geographical skills and fieldwork

 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, 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

 

In Key stage two

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.