Creating a pathway through the new Geography National Curriculum.

10 steps to move you forward!

Key to presentation

Steps to be carried out by the Subject Leader.

Steps to be carried out by the class teacher.

Step 1: Get to know the National Curriculum.

What’s similar and different?Old National Curriculum New National Curriculum

Locational Knowledge

Place Knowledge

Human Geography

Physical Geography

Geographical Skill

Step 1: Get to know the new Geography National Curriculum!

Tool 1

Step 2: Conduct an audit.

Step 2: Conduct an audit.Auditing current practice against the New Geography National Curriculum

Aspects of the New National Curriculum

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Locational knowledge.

Content

Resource implication

Place knowledge Content

Resource implication

Human geography Content

Resource implication

Physical geography

Content

Resource implication

Geographical skills

Content

Resource implication

Fieldwork experiences

Content

Resource implication

1. How does current practice support the New Geography National Curriculum? 2. Where are the gaps? 3. What are the resource implications? 4. What next?

Tool 2

What did your audit show?

What significant differences did you find between your current practice and new suggested practice in terms knowledge , skills and places?What are the resource implications?

Step 3: Create an action plan.

An example of a process for developing a curriculum initiative and evaluating its impact

Rationale for curriculum initiative:

Curriculum priority to be developed and evaluated.What are we trying to achieve?Hint: For whom do we want to make a difference? By when do we want to make the difference?

Expected pupil out comesWhat do we want our learners to be like?Hint: When setting an expected pupil outcome, ask questions like what difference do we want to make, how will we know and/or how will we tell when we have met the outcome?

Baseline evidenceWhat are our learners like now?Hint: What baseline evidence will we be able to draw on to show where the pupils are regarding the curriculum priority?

Organisation of curriculum initiativeHow will we organise our curriculum initiative and the learning of pupils?Hint: What scale will this curriculum initiative be carried out on?Who? What? When?

Monitor & evaluate.How will we monitor and

evaluate the impact of the curriculum initiative?

Hint: What tools/activities can we use to assist our evaluation? What

have we achieved? How do we know we have been successful? What evidence will demonstrate that we have made a difference?

Who? What? When?

Next stepsHow will we maintain progress and/or extend the curriculum initiative?Hint: What further support is required? Will this initiative be extended to another Key Stage or subject area?Who? What? When?

.

Follow the schools own action plan format. Tool 3

Step 4: Adopt a curriculum model.

Decide on a curriculum model that will work well in your school.

Skills

Geographical Themes: Human and Physical

Places

Fitting the new curriculum together!

Step 4: Adopt a curriculum model

Idea 1

Developing a simple Place Model

KS1• The school grounds and

its surrounding area. (Year 1)

• A small area in the UK. (Year 2)

• A contrasting non-European Area. (Year 3)

KS2• A region in the UK.

(Year 4)• A region in a European

Country. (Year 5)• A region within North or

South America (Year 6)

The years specified above are only suggestions based on the age and scale.

Idea 2

Step 5: Map out geographical content coverage and skills for progression.

Developing geographical skills across the Key Stages

From Key Stage 1 To Key Stage 2 Maps, Atlases and Globes Use world maps, atlases and globes to identify

the Uk’s countries, continents and oceans and the countries studied and KS1

To build knowledge of the UK and the wider world: Use maps, atlases, globes and digital

computer mapping to locate and describe features studied.

Directions Use simple compass directions (N, E, S, W) Use directional language (near, far, left and

right) to describe the location of features and routes on a map).

To build knowledge of the UK and the wider world: Use eight points of the compass. Use four and six figure grid references to

describe the location of features. Use map symbols (OS maps included) to

describe the location of features. Photographs, sketch maps, plans and geographical information skills (GIS)

Use aerial photographs, plans and perspectives to recognise landmarks and basic human and physical features.

Devise and use simple maps. Construct basic map symbols.

To build knowledge of the UK and the wider world: Draw sketch maps and plans of human and

physical features in the local area. Use aerial photographs to identify

geographical features. Use GIS to locate and describe geographical

features. Fieldwork Skills Use observational skills to study the

geography of the school and grounds. Use observational skills to identify key human

and physical features in and around the local area.

Use fieldwork to measure, record and present the physical and human features in the local area and beyond.

Enquiry Skills Question Observe and collect. Communicate findings

Question. Observe and collect. Measure. Record. Communicate findings. Conclude.

Geographical skills are best taught in context to the learning.Tool 4

Planning for progression using geographical skills

Stage of Development Maps, Atlases and Globes Directions Photographs, Sketch Maps, Plans and GIS

Fieldwork Skills Enquiry Skills

A (Yr1/2)

Use world maps, atlases and globes to identify the

UK’s countries, Continents and

Oceans. Countries

studied at KS1

Use simple compass directions (N,E,S,W) Use directional language (near, far, left and right) to describe the location of features and routes on a map).

Draw round objects to make a plan. Drawing own picture maps. Use aerial photographs, plans and perspectives to recognise landmarks and basic human and physical features. Devise and use simple maps. Construct basic map symbols.

Use observational skills to study the geography of the school and grounds. Use observational skills to identify key human and physical features in and around the local area.

Question Observe and collect. Communicate findings

B (Yr2/3)

Use agreed symbols for maps. Use maps and atlases to identify places.

Follow directions using N, NE, E, SE, S, SW, and W & NW. using a compass.

Use agreed symbols for simple map and plans. Draw sketch maps of real and imaginary places Use photographs to identify geographical features and develop geographical language. Use picture books to compare places. Make a plan of objects from a bird’s eye view.

Use fieldwork to measure, record and present the physical and human features in the local area and beyond

Question. Observe and collect. Measure. Record. Communicate findings.

Tool 5

Some ideas of how Geography can contribute to developing the Core National Curriculum .

English Maths Science

KS1

Writing narratives: Writing about real events: Writing poetry: Writing for different purpose:

Number (addition, subtraction, multiplication, division). Measurement: Properties and shape: Position and direction. Statistics.

Working scientifically: Plants: Animals and humans: Everyday materials: Seasonal Change:

KS2

Composition (Plan, draft & write, evaluate and edit, proof reading). Types of writing (Instructions, leaflets, letters, persuasive, chronological and non-chronological reports, story writing and poetry)

Number (addition, subtraction, multiplication, division, fractions, decimals, %, ratio). Measurement: Properties and shape: Position and direction: Statistics:

Working scientifically: Plants: Animals: Rocks: Light: Forces: Habitats: Materials: Sound: Electricity: Evolution: Earth and Space:

Tool 6

Some ideas of how Geography can contribute to developing the Core National Curriculum .

English Maths Science

KS1

Writing narratives: Stories of children from different cultures. Photo walks, Writing about real events: Extreme weather events. Natural disasters. Current events and news reports, Writing poetry: Seasons, Rivers. Writing for different purpose: Post cards from around the world, travel diary, story board of a geographical event, writing instructions, recounts, letters,

Number (addition, subtraction, multiplication, division). More than less than, recognising numbers units, tens, hundreds etc., Measurement: Measuring the playground, classroom and produce a simple scaled map. Properties and shape: Patterns on maps Position and direction. Co-ordinates, Directional and positional language through local walk, treasure hunt or photo trail etc. Statistics: Surveys of geographical places and feature. Tally charts and bar charts. Weather pictograms.

Working scientifically: Using data loggers to collect informations. Geographical enquiry (ask questions, make observations, collect and record data, form conclusions). Plants: Life cycles, Pollution, Soils erosion Animals and humans: , Mini-beast investigations, Everyday materials: Sort materials into physical and human features, Seasonal Change: Track weather changes using simple weather equipment and data loggers, seasonal changes in vegetation patterns, hot and cold climates,

KS2

Composition (Plan, draft & write, evaluate and edit, proof reading). Persuasive writing (choosing where to life, a new location for a supermarket, or writing about alternative power etc.) Types of writing (Instructions, leaflets, letters, persuasive, chronological and non-chronological reports, story writing and poetry): Travel diary, Writing in role (raindrop, leaf, person etc.), River poem, narrative of a journey to the centre of earth, Non-fiction writing (A report on a country. Holiday leaflet centred on a place, letters to pen pals, writing a film script about a place and noting specific settings. Fieldwork reports.

Number (addition, subtraction, multiplication, division, fractions, decimals, %, and ratio). Measurement: Fieldwork, Map work, Measuring distances on routes, scale, distance on maps, following a route on a map. Properties and shape: Patterns on maps. 2D & 3D maps and plans, Geo tagging and using GPS data to draw shapes in the environment, Position and direction: Latitude and Longitude, co-ordinates, Planning and following routes, Statistics: Survey data, annual population figures, Statistics on relating to photographs and map. Data handling (Pie charts, line graphs, histograms etc.), Interpreting weather, population, mineral maps etc. .Using statistical data in atlases.

Working scientifically: Geographical enquiry (ask questions, make observations, collect and record data, analyse and interpret data, form conclusions) Plants: Climate/ vegetation maps Animals: Habitats hot , cold, (mountain, tropical, deserts and polar regions) Rocks: Volcanic, sedimentary, Igneous, metamorphic, rocks etc.. Erosion, transportations and deposition, physical feature and rock type. Light: Time Zones: Time Zone map of world. Forces: Wind, river and Ice erosion. Habitats: Desert, Tropical, Polar and mountainous etc. Materials: Use of sustainable materials and the process of recycling. Sound: Noise pollution Electricity: Alternative and renewable energies. Evolution: The development of continents and oceans and climate on living things. Earth and Space: Day and night, ocean currents and tidal areas.

Idea 3

Step 6: Create a long-term plan.

History and Geography topics per year group

Year Group Autumn Spring Summer

1 Local environment

Changes within the living memory National changes

Antarctica Seasons in UK

2

Comparing two great figures (Neil Armstrong and Christopher Columbus

or Florence Nightingale and Mary Seacole??)

Significant historical event/people/place in the locality Contrasting place in UK Great fire of London

3 Ancient Greece – how they influence the Western World Weather and climate zones Roman Empire and its impact on Britain intro

to mapping

4

Mapping **recurring

theme whole year

Stone Age to Iron Age Ancient Egyptians + Rivers study Nile Anglo Saxons and the Scots

5 The Viking and the Anglo-Saxon

struggle for the Kingdom of England – Edward the Confessor (1066)

Mountains/volcanoes/earthquakes Less developed

European nation (Poland?)

Non European society that contrasts with

British history (early Islamic Baghdad;

Mayan; Benin 900AD)

Non European Geographic study -

Baghdad

6 Changing power of monarchs or

leisure and entertainment in the 20th

Century Amazon Rainforest

Local history study (WW2 and its impact on Wandsworth or research a timeline of events

that affected Wandsworth)

Step 6: Create a long term Plan,

Idea 4

Overview of 21st Century Curriculum at St Joseph'sPrime Questions

Theme 1 Theme 2 Theme 3 Theme 4 Theme 5Nursery Ourselves: What do I know

about me? Text: So

Much/Titch

Christmas:What was the

Nativity? Text: Christmas

story

Sounds: What makes a

sound? Text: The Gruffalo

Night/Day:Where does the day

go at night? Text: Owl

Babies/How to catch a star

Water: Why is water wet?

Text:The Bog BabyReception Senses:How do we make

sense of the

world?Text:Senses/Tell me a

Picture

Christmas: What does

Christmas mean and how do

we celebrate it?Text:The

Nativity/The Snowman

Who help us?Text: My first trip

to the Dentist/The Jolly

Postman

Where does it come

from?Text: The Enormous

Turnip/Fruits

Who are the music makers?

Text:The Carnival of the

AnimalsYear 1 Senses: My wonderful five

senses. What are they?Text:

Peace at Last

Toys:How would we cope

without toys? Text: Dogger

Pirates: Did Pirates visit

Wandsworth? Text: Mr

Gumpy's Outing

Growing:How do living things

grow?Text: Watch out for the

Big Fat Fish

Dungeons and dragons. What

was it like to live in a medieval

castle? Text: Willy the WizardYear 2 Our mysterious seas: What's in

the sea?Text: Seahorse/The

Owl and the Pussycat

Why does the moon change

shape?Text: The Man on the

Moon

A trip to Antarctica. What

would it be like? Text: The

Emperor's Egg

Dinosaurs:How do we know if

dinosaurs lived in

Wandsworth?Text: The

Dragon'sTear

The Great Fire of London:What

lessons did we

learn?Text:The Great Fire of

LondonYear 3 Recycling: What is the life cycle

of a coke

bottle?Text:Dinosaurs and all

that rubbish

Light and Shadow:Why do we

celebrate lots of festivals in

winter?Text:Ramu and the

King of Demons

Local History:History of London

Transport. Why was transport

invented?Text: The Green

Ship

Growing:What kinds of plants

grow in our parks and

gardens?Text Jack and the

Beanstalk

Food chains: Who eats who?

Where does our food come

from? (Teeth and Eating)Text:

The Enormous CrocodileYear 4 What can we learn from the

Romans?Text: Romulus and

Rumus

Skeletons:How do I move?

Text:Krindlekrax

How do we keep warm?Text:

Ice Palace

Comparing life styles:How does my day compare to a child in Tanzania/Brazil?Text:The Village that Vanished

Habitats: Who lives in a house

like this? Text: The Iron ManYear 5 Ancient Greece:Have the

Greeks given us more than any

other civilisation?Text:

Odysseus

Earth and Space:Is there

anybody out there?Text:Skellig

Healthy Living:How do I know if

5 a day is enough?Text: The

Boy in the Girl's Bathroom

Victorians:How have the

Victorians influenced our lives

today?Text:Street Child

War Horse: A story to mark the

sentenary of the First World

War. What is true freindship?

Text: War Horse.Year 6 World War 2:What was life like

in Putney during WWII?

Text:BlancheRose

Inspirational People: How has Jessie Owens helped to change attitudes towards discrimination?Text:The Diary of Anne Frank

Volcanoes:What caused the

Earth to get angry?Text:

Pompei(SATs Paper

Mountains)

Adaption:Why and how do

living things adapt to their

environment?Text: Beowulf

and the Monster

Revision for SATs Revision

Mysteries

Updated September 2013

Step 6: Create a long term plan

Idea 5

Step 7: Create a medium- term plan.

Key geographical enquiry question

Key concept

Where is this place?What is this place like?

LocationSense of place

Why is this place as it is? Spatial patterns and processes

How is this place connected to other places?

Relative location and spatial patterns

How is this place changing? Changes in patterns and processes

What is it like to be in this place/live here?

Concept of placeValue and attitudes

How is this place similar to/different from another place?

Similarity and difference

Helpful questions to help you design a medium term plan.

Tool 7

The Learning Challenge Planning Matrix Prime question: Comparing lifestyles – How does my life compare to a child living in a less economically developed country? (Brazil)

Subsidiary Learning Challenge questions for investigation

Teaching & learning opportunities

Values and attributes

Subject Specific Skills

NC skills

Resources Assessment opportunities &

learning outcomes.

Where is Brazil? What is Brazil like?

Start with asking chn what they already know about the country. Look at the flag, national anthem, location on map, climate, time zones, distance from London.

Geography: Longitude Latitude

Atlas/Maps Google maps First-hand info from students from Brazil

I can identify and locate Brazil on a map

How is Brazil connected to other places?

Modes of transport, adjoining countries, links with other countries e.g language, sport.

Collaborative work

Comparing and contrasting Map work

ICT, books, maps, secondary sources

I can say how Brazil is linked to other countries in the world

How is Brazil changing? How is Brazil similar and different to our school locality?

Look at the poverty gap Culture – stories Music – traditional and modern Children’s games Religion Food and shopping – markets Clothing

Empathy ICT researching info

Information books, powerpoint Info books

I can list similarities and differences between countries.

Why is Brazil an LECD? Look at jobs: trade/manual/male and female Wages, economy, trading blocks –import, export exploitation

PSHE Geographical enquiry skills.

Ipads, video clips, first-hand accounts from students

I can give reasons for why Brazil is an LECD

LC5: (Reflection week) What would it feel like to live in Brazil?

Where would you prefer to live and why?

Evaluating all the evidence and justifying their reasons.

Ipads, info books I can explain my reasons about living in Brazil clearly.

Idea 5

Step 8: Plan lessons using an enquiry approach.

Geography The enquiry process at Key Stage 1

1. Ask Questions Choose one or two questions to study.

2. Observe What observations will have to be made in order to answer the question/s? What information is required?

3. Record How will you record the information? For example: Will you record using photographs, surveys, questionnaires and or sensory trails?

4. Express own views How will you encourage the pupils to express their ideas and views on what they have found?

5. Communicate Findings Will they present their findings as a big book, display, poem, picture, dance or in a multimedia format etc.

Tool 8

Geography: The enquiry process at Key Stage 2

1. Ask questions Choose one or two questions to study.

2. Data relevant What information is needed to answer the question/s?

3. Collect and record evidence. How will you record the information? For example, will you collect and record using photographs, surveys, questionnaires and maps. What techniques and equipment will be needed?

4. Analyse evidence How will you analyse the information collected and recorded? Will you use graphs, maps, charts and/or annotated photographs? What technology will you use to process information?

5. Identify and explain different views. How will you encourage the pupils to express their ideas and views on what they have found? How will you help them to identify and explain different viewpoints?

6. Draw conclusions What conclusions can be drawn in direct relationship to the enquiry? What other questions have arisen as a result of your enquiry?

7. Communicate findings Who will you be communicating your findings to? What is the most appropriate way to communicate your findings? For example will you use ICT or present your findings as a leaflet?

Tool 9

Step 9: Agree a common format of assessment.

Tracking Geographical Progress at Key Stage 1

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Progress key

D = Developing

E = Expected

S= Secure

It is up to individual schools to decide how to track geographical progress.

Tools 10a, 10b, 10c, 10d.

Step 10: Review all planning in terms of National Curriculum entitlement.

Review content in terms of National Curriculum entitlement.

1.Does your Long-term plan and medium term plans accurately reflect the content of the new Geography National Curriculum in terms of:• Geographical skills and fieldwork?• Locational knowledge?• Place knowledge?• Human and physical geography?2. Are there any resource implications?

Now review your action plan!

Wandsworth School’s Geography Development Group

• Leila Andrews (The Alton Primary School).

• Stephen Ruddick (Fircroft Primary School).

• Bridget Corrie (Heathmere Primary School).

• Hannah Shanks (Trinity St. Mary’s School).

• Hannah Warner (Falconbrook Primary School).

• Katie Brown (Fircroft School).• Jen Quirk (Griffin Primary

School).

• James Stainfield (Trinity St. Mary’s Primary School).

• Stephen Ellis (St. Joseph’s Primary School).

• Chris Monk (Swaffield Primary School).

• Andrew Allan (Earlsfield Primary School).

• Michelle Rodgers (Albermarle Primary School).

• Suzi Shaub (St. Anne’s Primary School).

• Davina Salmon (Wandsworth LA).