At Rowlatts Mead Primary Academy, we provide a high quality geography education, which aims to inspire children’s curiosity about the world and its people. Our creative curriculum teaches children an understanding of places and environments. Through their work in geography, children gain a deepened understanding about the make-up of their local area and compare it to other regions in the United Kingdom and the rest of the world. Children are taught to learn how to draw, interpret and follow maps and develop their skill of research, investigation, analysis and problem solving. Geography teaching inspires our children to investigate the physical world, which in turn enables them to think about the importance of issues such as sustainable development and how it affects humanity.
Teaching and learning in geography is often based through enquiry-based activities to promote independent learning. Children are given increased opportunities to formulate appropriate geographical questions, develop research skills and evaluate a range of materials to inform opinions. These skills provide children to strengthen their understanding and skill of geographical enquiry. Children are encouraged to use geographical vocabulary to support their reasoning skills. Wherever possible, children are involved in “real” geography. Teachers use the school environment and the local area to support teaching and learning of mapping skills, physical geography and human geography.
Below is an overview of Geography covered at Rowlatts Mead Primary Academy
| Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 | Summer 2 | |
| Year 1 | Is Leicester the best place to live?
To know that England is one of four countries in the U.K. To be able to name and locate London, Leicester and other major cities on a map of the U.K. Country of the Half Term: England |
What are the four seasons?
Identify seasonal and daily weather patterns in the U.K location of hot and cold areas of the world in relation to the equator and the North and South Pole. Country of the Half Term: Ireland |
Country of the Half Term: Scotland | Country of the Half Term: Wales | Country of the Half Term: France | Country of the Half Term: India |
| Year 2 | Our Heritage
Where families come from (countries) Africa Looking at continents. Weather and seasonal changes Comparing UK to Africa Country of the Half Term: Madagascar |
Country of the Half Term: India | Great Fire of London
· Can I locate the United Kingdom on a World Map, Atlas and Globe? · Can I name and locate the four countries in the United Kingdom? · Can I name and locate the capital cities of the United Kingdom? · Can I name and locate the seas surrounding the United Kingdom? · Can I compare the location of London and Leicester? Country of the Half Term: England and Scotland |
The Sun
· Devise a simple map of the school grounds · Use basic symbols in a key to use in fieldwork · Study the geography of our school and its grounds · Describe the key human and physical features of the surrounding environment Country of the Half Term: Brazil |
Oceans
· Name and locate the world’s five oceans · Use directional language to direct Dennis the Dolphin home Country of the Half Term: France |
|
| Year 3 | What makes Britain beautiful?
· find a locate areas of the UK. · Reading and making maps including Keys. · Identify basic human and physical features. Look at hills/mountains/coasts/rivers Country of the Half Term: Wales and Northern Ireland |
Stone age to Iron age
· Locate Stonehenge and Skara Brae on a map · Look at where settlements were based and why. Country of the Half Term: Scotland and England |
Extreme Earth
· Identify the position of longitude and latitude/ equator / hemisphere · Time zones (day & night) · Understand physical geography – volcanoes / earthquakes / tsunami / hurricanes · Use maps and atlases to identify different disaster areas in the world. Country of the Half Term: Iceland and Haiti |
Romans
· Look at settlements and land uses Country of the Half Term: Italy |
||
| Year 4 | Our Heritage
· Fieldwork in local area Industrial Revolution · Comparing Urban and Rural areas Country of the Half Term: England |
South America
· Exploring the world and its’ continents · Exploring the economic value of the Amazon Rainforest and deforestation · Comparing human and physical geography of U.K and Brazil Country of the Half Term: Brazil |
Chocolate
· Exploring the origins of cocoa beans · Understanding the importance of the Water Cycle · Mapping and fieldwork- if Rowlatts were a chocolate factory Country of the Half Term: Mexico and Ivory Coast |
Ancient Egypt
· Europe and surrounding countries · Importance of the River Nile Country of the Half Term: Egypt and France |
||
| Year 5 | What makes Britain great?
· Understand the physical and human geography that makes up Great Britain · Field work in our local area · Locating cities using atlases · Field work – use an 8 point compass around the local area Country of the Half Term: England |
The Vikings
· Understand and locate the main countries of Europe · Understand what make up Scandinavia · Physical and Human geography of Scandinavia and compare to the UK Country of the Half Term: Scandinavia |
Space
· Locate hemispheres, longitude/latitude, Arctic and Antarctic Circles, Tropics of Cancer and Capricorn · Understand time zones · Look at the different climate zones Country of the Half Term: Nigeria and Japan |
Country of the Half Term: Canada | Garbage Guts
· Look at the impact of pollution on the environment · Understand where and what the Great Garbage Patch is · Understand how human impact the world Country of the Half Term: China |
|
| Year 6 | Our Heritage and Evolution
· Vegetation belts · Climate zones · Biomes Country of the Half Term: England |
Titanic
· Migration and immigration · Understanding places and connections. · Human themes · Map and atlas work Country of the Half Term: USA |
WW2
· World and continents study. · Human and physical geography study of the UK and Germany. · Map and atlas work. Country of the Half Term: Germany |
Fossil Fuels
· Renewable energy based on geographical location · Impact of fossil fuels · Where fossil fuels come from Country of the Half Term: Iceland and Morocco |
Shakespeare
· Field study of the local area and comparison to Stratford. · UK and local area Country of the Half Term: France |
|
Subject Policies/Plans
Rowlatts Mead Geography Policy 21-22 (MISSING FILE)
Geography Curriculum Overview 2021-2022 (MISSING FILE)
Subject Leader/s
Miss R Modhwadia
Impact
Across school children are provided with plenty of opportunities to develop their geographical understanding. Teachers plan lessons in creative cross curricula ways to help children understand the makeup of the world around us.
Year 3 used their research, map skills and their knowledge and understanding of the climate zones to create their very own weather reports on a country of their choice using ICT.
Year 4 studied pictures to decide whether they were examples of physical or human geography. They then discussed whether they were cities or villages and made their own personal preference about where they would live.
Year 6 have used maps to plot the journey of the Titanic. They have applied their knowledge in history to understanding the location on a map.
Geography Landscape Competition:
Across school, we organise a geographical landscape competition for children and families. Children and families are expected to work collaboratively to choose, create and evaluate a wonder of the world or a geographical landscape. They are required to replicate these in a shoebox or cereal box with no limit on imagination or creativity! This is a fantastic opportunity for families to explore the wonderful world we live in and discover some its natural beauty. Every year the competition is more and more tough and its always a difficult decision in choosing the best one!
