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In a similar way to other subjects taught at Scarning, Geography is explored through focused questions which shape the series of lessons that follow, allowing pupils a chance to think, ponder, speculate and reason.
In Early Years and Key Stage 1, much of the focus is about building our pupils' sense of immediate locality. Questions such as 'Where do I live?' and 'How has Scarning changed?' are answered in detail and explore the immediate and familiar. Maps are used as well as aerial photographs so that pupils begin to identify the physical features that make up our locality. Field work initially focuses on the school grounds, venturing to other locations including Derbyshire later in Key Stage 2.Once pupils develop a sense of locality, they undertake a study of farming and apply their previous learning by comparing farming in Norfolk with farming in Africa in Y2.
In Key Stage 2, countries and locations further afield are learnt about, both in history and geography lessons. Map work continues to underpin knowledge gained. More in depth comparisons are made to countries like Egypt and New Zealand. In Year 4, pupils explore how the physical and human geography affected change throughout Britain's history- something that is then explored in more detail with a more specific study of the geographical and cultural change of Norwich (our local city) in Y5. A variety of sources are used to help pupil explain geographical concepts, but also to help them reach conclusions about how life changed in line with their localities. Alongside a progressive study on a national level over the course of Key Stage 2, other studies around the physical geography elsewhere in the world supplement pupils' learning, including topics on jungles, earthquakes and deserts. Once pupils embed a grounded knowledge of global, national and local geography, a study of climate change is conducted by Y6, exploring its effect on all three scales in depth, considering the social and moral implications that it could have. We expect our pupils to be able to empathise with those affected, and those likely to be affected in the future. But we also expect them to combine their knowledge of geography with knowledge in other subjects such as science and PSHE to consider what role as citizens of the world we play in finding solutions to the range of geographical problems we face.
Ultimately, by the time our pupils leave primary school, we want them to have a sense of who they are as a local, national and global citizens. We want our pupils to know about many of the other countries we share our planet with. We want our pupils to know about the things we share in common with them, as well as the things that make our country unique and special.
In Early Years and Key Stage 1, much of the focus is about building our pupils' sense of immediate locality. Questions such as 'Where do I live?' and 'How has Scarning changed?' are answered in detail and explore the immediate and familiar. Maps are used as well as aerial photographs so that pupils begin to identify the physical features that make up our locality. Field work initially focuses on the school grounds, venturing to other locations including Derbyshire later in Key Stage 2.Once pupils develop a sense of locality, they undertake a study of farming and apply their previous learning by comparing farming in Norfolk with farming in Africa in Y2.
In Key Stage 2, countries and locations further afield are learnt about, both in history and geography lessons. Map work continues to underpin knowledge gained. More in depth comparisons are made to countries like Egypt and New Zealand. In Year 4, pupils explore how the physical and human geography affected change throughout Britain's history- something that is then explored in more detail with a more specific study of the geographical and cultural change of Norwich (our local city) in Y5. A variety of sources are used to help pupil explain geographical concepts, but also to help them reach conclusions about how life changed in line with their localities. Alongside a progressive study on a national level over the course of Key Stage 2, other studies around the physical geography elsewhere in the world supplement pupils' learning, including topics on jungles, earthquakes and deserts. Once pupils embed a grounded knowledge of global, national and local geography, a study of climate change is conducted by Y6, exploring its effect on all three scales in depth, considering the social and moral implications that it could have. We expect our pupils to be able to empathise with those affected, and those likely to be affected in the future. But we also expect them to combine their knowledge of geography with knowledge in other subjects such as science and PSHE to consider what role as citizens of the world we play in finding solutions to the range of geographical problems we face.
Ultimately, by the time our pupils leave primary school, we want them to have a sense of who they are as a local, national and global citizens. We want our pupils to know about many of the other countries we share our planet with. We want our pupils to know about the things we share in common with them, as well as the things that make our country unique and special.
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