Geography at St Edmund’s aims to inspire pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. It is an essential part of pupils’ learning because it equips them with the knowledge and skills they need to understand the complex world around them. It prepares the children for the future as learners, workers and part of a community.
Pupils learn about four key areas, extending their skills and knowledge as they move from KS1 to KS2;
- Locational knowledge - naming and locating cities, counties, countries and continents and identifying key characteristics.
- Place knowledge - understanding the geographical similarities and differences between a region in the United Kingdom and a region in a contrasting country.
- Human and physical geography - identifying world weather patterns, describing and understanding key physical features including river, mountain, volcano, climate and vegetation. Types of settlement and land use and natural resources including energy, foods, minerals and water.
- Skills and fieldwork - how to use maps, atlases and globes to locate countries. Understand and use compass directions and grid references. Use fieldwork and observational skills to study the local area.
In EYFS we teach geography in reception classes as an integral part of the topic work covered during the year. Geography makes a significant contribution to the development a child’s knowledge and understanding of the world. At this stage children engage through activities such as local walks, visiting the local shops (post office, flower shop, chemist, green grocers), exploring our school grounds, map making and looking at other countries and cultures.
Key Stage 1
During Key Stage 1, pupils investigate their local area and a contrasting area in the United Kingdom or abroad (seaside), finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions about people, places and environments, and use geographical skills and resources such as maps, globes and photographs.
Key Stage 2
During Key Stage 2 pupils investigate a variety of people, places and environments at different scales, in the United Kingdom and abroad. They start to make links between different places in the world. They find out how people affect the environment and how they are affected by it. They carry out geographical enquiry inside and outside the classroom. In doing this they ask geographical questions, and use geographical skills and resources such as maps, atlases, aerial photographs and ICT.
Fieldwork adds meaning to the geography curriculum and provides and first-hand experiences for the children. We provide children with opportunities to explore geographical aspects of the local area, so they can compare their life in this area with that in other regions in the United Kingdom and in the rest of the world. Visits that will enable pupils to extend their knowledge of the world around them include; the seaside and local walkways, local farms, local parks, local rivers, The Museum of childhood, the Geffrye museum, London Zoo, and touring of the city of London.
There are meaningful and relevant links between geography and many other areas of the curriculum, which provides opportunities for children to connect different learning experiences and therefore make better sense of a wide range of concepts. Throughout the school year, children will learn about various celebrations and cultural traditions from around the world, including; Chinese New Year, VE Day, Saints Days, Dia de los Muertos, Holi Festival of colour, carnival. During Black History Month, children engage in the learning of languages, dance and music through workshops, from Carribean and African cultures. Parents of children also come to school to share with the class information about their culture, including their language, traditions, food, dance, clothing, homes and farming.