All the pupils in the DBCPS community, including SEN and disadvantaged pupils, will participate and learn the following concepts and themes through their journey here.
They will study different geographical topics throughout their time at DBCPS that will build on previous learning, help them in the future and always engage and excite their learning in the present.
At DBCPS we aim:
- To develop all children’s knowledge of globally significant places (including their physical and human characteristics)
- To teach all children to understand how human and physical features are formed and how these change over time (including environmental impact).
We do this through the following key concepts:
- Our changing and interconnected world – (local and international case studies)
- Comparing and contrasting globally significant places.
- Environmental impacts – (particularly man-made impacts on the world)
- Cause and effect
We use an enquiry-based curriculum to support the learning of key geographical skills including:
- Collecting, analysing and communicating data through fieldwork
- Interpreting sources of information including maps, diagrams, globes and photos.
- Communicating geographical knowledge through drawing maps, making tables/diagrams and writing at length.
Within our geography curriculum we cover the following core themes:-
- Map and atlas knowledge and skills
- Human and physical features in local and international places
- Investigative approaches through action research and field work
When teaching our geography curriculum, we believe that our British Values should be entwined in our teaching and learning. By exploring issues that affect all of our lives and shaping our world for the future we are developing our value of responsibility and respect for the world we live in. Key issues such as deforestation, global warming and plastic pollution help explore these values in further detail.
Research suggests children are, essentially, egocentric beings. They see the world from themselves out. At DBCPS we begin each year with our geography study, including comparing local and distant locations, because children touch on a familiar setting, especially in Year 1. Furthermore, by beginning each year with geography, it enables them to develop key geographical terminology and vocabulary and learn to eloquently articulate their thoughts and opinions.
In EYFS we begin by looking at celebrations in our homes and communities. Our key question revolves around what we can find out about our local area and the diversity of celebrations that occur over the year. This is a great pathway into looking at how we celebrate within our multicultural community.
In Year 1 we start by look at ‘What Shall I Wear Today?’. Pupils learn about the weather through a real life, concrete concept that they can relate to and identify how we dress for different weathers. Pupils look at the differences in the weather/climate around the world and what would be appropriate clothing e.g. to wear into the playground, to go into the local area or on a holiday. Children also look at what they would pack if they were going to the Arctic for example, or to Brazil, and they learn and share information about their location on world maps. Pupils develop an understanding of map work through looking at the school and local area following and making small and large scale maps of real and imaginary places. To ensure pupils know more and remember more geographical concepts are revisited throughout the year formally and informally i.e. in discussions about whether a coat is necessary for playtime, identifying the places we come from or during the science study in term 5 and 6 when pupils compare the 4 seasons.
In Year 2 we ask ‘Where should I go on holiday?’ We build upon the prior learning and thinking in Year 1 by extending the concept further; comparing Dartford and Herne Bay as holiday destinations and comparing them to a non-European place; (e.g. Hawaii). Children look at the human and physical features of a location and develop an understanding of how they are connected. This enhances their knowledge and skills as they begin to not only identify and describe what they see, but logically sequence and reason their thoughts and feelings. They move from maps of the classroom to aerial photos; road maps and maps of the major features of the UK. They begin to familiarise themselves with the location of the River Thames and its relationship to the development of the local area.
The learning in Year 2 feeds into the Year 3 focus on rivers, where pupils now compare the Thames with the Amazon. We ask the question ‘Mighty Amazon or Lesser Thames: Are their journeys the same?’. In tackling this question children will research and present information about the two rivers, summarising and understanding the water cycle through models, drama and technology. When studying rivers in detail as a key physical geographical feature, pupils will build on prior knowledge, comparing the River Thames and the Amazon River, comparing the physical and human features of each area and looking at the contrasts between them. Pupils analyse this research and information and draw conclusions from the evidence; understanding geographical similarities and differences – developing higher level Key Stage 2 skills. They study larger scale maps of the world to identify a range of rivers and other features. Pupils also look at the physical features of the UK by looking at rivers and the river system together with the water cycle.
In Year 4 we ask ‘Who puts the beaches there?’ with the main topic being coasts. Having developed an understanding of rivers previously, children now move on to looking at coastal features with a trip to the Kentish coastline. They are looking at the human and physical features and how they are connected. They draw on their knowledge of coastal features from Year 2 to look at how the physical features impact the human use of the land and environmental issues e.g. erosion and coastal defences, tourism, fishing etc. We link this back to the weather from Year 1 and how weather affects floods, droughts etc and begin to think about how we influence the weather system. We touch on the skill of not only being able to understand and explain, but even to empathise.
In Year 5 children investigate places with more emphasis on the larger scale, contrasting more distant places. They begin considering ‘Are mountains and volcanoes exciting or dangerous?’ They use higher order sills such as evaluating and empathising when studying how physical features of the world can impact on human lives, for example how earthquakes and volcanoes can be destructive – but why do they occur? Do they occur more frequently? What can we do to prevent such destruction? Children will study how land use can be differed and they look at different maps, including thematic maps, and make comparisons between other large-scale maps.
In Year 6 we look at world biomes and ask the question ‘Which world biome has been worst affected by humans?’ Children develop their understanding about global issues and how deforestation, plastic pollution, air pollution can all have a fundamental impact on biomes. They look at the cause and effect of man-made actions and empathise and hypothesise about them. Children also independently apply the skills from all previous learning and the knowledge they have gained across the geography curriculum to explain and analyse different types of data. By comparing and contrasting different biomes they will develop their understanding of the human impact on major environmental issues and how we can work together as a community in the world, in line with our core British Values, to protect biomes and not destroy them.