Geography @ Whitley Lodge First School
Statement of Intent
At Whitley Lodge First School, we believe that Geography is an essential subject that fosters an understanding of the world around us — its physical features, human activities, and the interaction between people and their environment. We recognise the importance of Geography in developing children’s global awareness and critical thinking skills.
We aim to:
- Develop children’s interest and curiosity in the world around them.
- Enable learning through real-world fieldwork experiences.
- Utilise the local environment to explore human and physical geography.
- Provide meaningful opportunities to use practical skills like observing, measuring and recording.
- Enhance geographical vocabulary and language through active engagement with the world.
Teaching Approaches
EYFS
In the Early Years Foundation Stage, children engage with geography through play-based experiences, both indoors and outdoors. They develop an understanding of their local area and the wider world through exploration, discussion, and observation, guided by the Early Learning Goals and Development Matters Statements.
Early Learning Goals
- Past and Present: Talk about the lives of people and their roles in society.
- People, Culture and Communities:
- Describe their environment using stories, non-fiction, and maps.
- Recognise cultural and religious differences and similarities.
- Compare life in the UK to life in other countries.
- The Natural World:
- Compare local and contrasting environments.
- Understand natural processes and changes (e.g. seasons).
Development Matters – Understanding the World
- Talk about what they see using a wide vocabulary.
- Recognise different occupations and people in their community.
- Understand and discuss different countries and environments.
- Draw information from simple maps.
- Recognise special places and environmental features.
Key Stage 1 Outcomes
Locational Knowledge
- Name and locate the world’s seven continents and five oceans.
- Name, locate and identify UK countries, capital cities, and surrounding seas.
Place Knowledge
- Study similarities and differences between a small UK area and a contrasting non-European country.
Human and Physical Geography
- Understand weather patterns and locations of hot and cold areas in relation to the Equator and Poles.
- Use basic vocabulary to describe physical features (e.g. beach, river) and human features (e.g. town, port).
Geographical Skills and Fieldwork
- Use maps, atlases, and globes to locate countries and oceans.
- Use compass directions and locational language.
- Recognise landmarks via aerial photographs and plan perspectives.
- Create simple maps using symbols and keys.
- Conduct fieldwork in the school and surrounding area.
Key Stage 2 (Year 4) Outcomes
Locational Knowledge
- Locate countries in Europe, North and South America using maps.
- Identify UK cities, counties, regions, topographical features, and land use patterns.
- Understand latitude, longitude, hemispheres, tropics, and time zones.
Place Knowledge
- Study human and physical geography of a UK region, a European region, and a region in North or South America.
Human and Physical Geography
- Understand key physical geography topics (e.g. climate zones, rivers, earthquakes).
- Understand human geography (e.g. settlements, land use, trade, resources).
Geographical Skills and Fieldwork
- Use maps, atlases, and digital mapping tools.
- Use compass directions, grid references, symbols and keys (including Ordnance Survey maps).
- Conduct fieldwork using sketch maps, plans, graphs, and digital technologies.
Curriculum
Our curriculum covers the four key strands of geography:
- Human and Physical Geography
- Place Knowledge
- Geographical Skills and Fieldwork
- Locational Knowledge
It is enquiry-led and designed to answer questions such as:
- Where is this place?
- What is it like and why?
- How and why is it changing?
- How does it compare to other places?
- How are places connected?
- What impact do humans have on places?
The curriculum is delivered through a carefully sequenced two-year rolling programme. It ensures revisiting of key concepts, builds progressively on prior knowledge and skills, and links with children’s real-life contexts and local community.
Purpose of Study
The Geography curriculum ensures pupils:
- Use fieldwork and observational skills to study the local area.
- Learn key enquiry skills (e.g. observation, data collection, analysis, map work).
- Explore their environment practically to gather and interpret geographical information.
- Make meaningful cross-curricular links (e.g. with science, maths, Beach School).
- Record findings through various formats (e.g. diagrams, maps, writing, photos).
- Draw evidence-based conclusions from their learning.
- Use accurate geographical vocabulary and terminology.
The Role of the Subject Leader
The subject leader will:
- Provide strategic direction for Geography teaching.
- Support staff with subject knowledge and delivery.
- Monitor pupil progress and curriculum coverage.
- Attend relevant training and disseminate knowledge.
They ensure curriculum intentions are met, track progression across books, and link their actions to whole-school goals. Monitoring includes regular reviews and pupil voice activities.
Inclusion
Pupils with additional needs engage in geography at appropriate levels via open-ended tasks and additional support. More able pupils are extended through challenging questions and deeper enquiry-based tasks.
Assessment
Assessment is ongoing and formative, guided by National Curriculum objectives and recorded in Sonar. Tools used include:
- Quizzes and end-of-unit assessments.
- Problem-solving and enquiry tasks.
- Observations and discussions during activities.
Children’s work is mainly in their books. Assessment is used to inform planning and to ensure pupils can demonstrate applied understanding. The Geography Lead gathers evidence each half term to track coverage and progression.
Elaine Smith (Geography Lead)
