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Kirkby La Thorpe
Church of England Primary Academy

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Welcome toKirkby La Thorpe

Church of England Primary Academy

Kindness Learning Tolerance

Geography

Geography at KLT

 

Intent

Our intention as a school is to deliver a broad geography curriculum that will give children the knowledge and skills they need to enable them to successfully continue their study of geography when they begin secondary school.

 

We intend that by the end of Key Stage 2, children at KLT will have a comprehensive knowledge of maps of the world and the UK, being able to identify key features in line with the national curriculum. We aim that children will have a good understanding of human geography through examination of case studies, as well as an understanding of the key aspects of physical geography. They will be able to explain how physical geography can impact human geography. They will understand weather patterns, and how these are affected by proximity to the Equator and the North and South Pole. We intend that children will be able to use compass directions, and will have a basic proficiency in map work and fieldwork. They will be able to express their knowledge using simple geographical vocabulary.

 

Implementation

At KLT Cornerstones is used to map our geography curriculum.  The resource:

  • Follows guidance set out in the national curriculum.
  • Includes studies of geographical locations that have been chosen to provide a broad and diverse understanding of the world.
  • Creates opportunities for meaningful cross-curricular links.
  • Provides a range of lesson ideas.

 

Due to our rolling three-year cycle in Reception, Year 1 and 2, and Years 3, 4 and 5, the topics within each module are mapped to ensure to enable pupils to access all relevant learning by the end of each Key Stage.  A single year overview is provided for Year 6. 

 

Geography topics are taught in the Autumn and Spring terms, with opportunities for revision of less secure concepts in the Summer term.

 

In Reception, Year 1 and 2, children study the following topics on a three-year rolling timetable:

  • Bright Lights, Big City – This project introduces children to the geography of urban environments and the physical and human features of the United Kingdom.
  • Coastline – This project introduces children to the geography of coastal environments and provides children with the opportunity for in-depth coastal fieldwork.

 

In Years 3, 4 and 5, children study the following topics on a three-year rolling timetable:

  • Rocks, Relics and Rumbles – This project explores physical features and geographical phenomena, including earthquakes and volcanos.
  • Misty Mountain, Winding River – This project allows children to carry out a detailed study of the physical features of mountains and rivers, which includes opportunities for in-depth fieldwork.
  • Sow, Grow and Farm – This project explores farming, agriculture and rural land use.

 

In Year 6, children study the following topic on a single year timetable:

  • Frozen Kingdoms – This project studies polar regions, and includes an in-depth analysis of the characteristics of these regions, including environmental issues.

 

Assessment in geography is gathered through a combination of teacher judgements and student self-assessment journeys. Student self-assessment journeys enable pupils to work towards clearly defined end points.

 

Impact

  • Delivery of geography at KLT is engaging. This is evident by the children’s enthusiasm: they are always keen to find out what their next topic will be, and there are high levels of participation for the children’s optional topic-based homework.
  • Children have the knowledge and skills they need to enable them to successfully continue their study of geography when they begin secondary school.
  • They have a comprehensive knowledge of physical and human geography, both within the UK and across the world.
  • Children are proficient at map work and can express knowledge using simple geographical language.
  • Children can describe how physical geography impacts on human geography and vice-versa.
  • Effective progression of knowledge and skills are illustrated in pupils’ exercise books and self-assessment journeys.
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