Geography
Where learning is fuelled by creativity
Our Intent at TMS in geography is that children:
Geography is implemented by:
The impact of learning in geography is assessed by:
Substantive concepts
Locational Knowledge
‘Knowing where’s where’ :build their own identity and develop their sense of place; develop an appreciation of distance and scale; learn about the orientation of the world, including references such as the continents and oceans that they can navigate from.
Place knowledge
Place knowledge brings meaning to locations and processes studied. It is place that connects the physical topography and physical or human geography processes with personal experience and how geographical conceptualisation brings meaning to undifferentiated ‘space’. Place is all about exploring localities and understanding similarities and differences between them.
Human and physical geography
Knowing why a phenomenon occurs and the impacts that it has are at the core of the discipline describe their own and others’ environments – recognise the similarities and differences between the world around them and contrasting environments; understand important processes and changes in the world around them, including those affecting the land, bodies of water and the air, people, and wildlife.
Geographical Skills and Fieldwork
Through fieldwork, pupils encounter geographical concepts first-hand and connect their learning in classrooms with the complexity of the real world. Through observing, collecting data for themselves, analysing it and describing their findings, pupils learn how to observe and record the environment around them.
Map skills
Geographical skills include both constructing and interpreting hard-copy and digital maps and plans. This involves the use of atlases and globes. Maps are, to a certain extent, the language of geography. Throughout school, pupils are introduced to different types of mapping, including topological and thematic mapping, as they progress through key stage 2 decoding information from maps: constructing (or encoding) maps; analysing distributions and relationships; route-finding; interpreting the information to draw conclusions.
Disciplinary Concepts – Think like a Geographer
Change
Change is crucial as a driver within physical geography (as seen in processes such as coastal erosion) and human geography, as seen in issues such as urban redevelopment, or population growth. Managing change is a key aspect of geography – we learn from past changes and predict and manage future ones.
Diversity
Diversity relates to our focus on a complex and varied world – places and environments are diverse between and within themselves.
Interaction
Interaction is closely linked to change. Again, in both physical and human aspects of the subject, geographers want to find out how things are linked together and how one aspect affects another. In human geography, it is not enough just to establish how and why people or countries are interlinked; we also want to know about the power relationships involved.
Perception & representation
Perception & representation concern issues of how people think about the world and how they communicate that thinking to others. How people experience the world, both directly and through the media, affects their actions within it, which affects the lives of others.
Fieldwork
Fieldwork is an important part of Geography. Fieldwork allows us to take our theoretical knowledge out into the real world, seeing processes come alive. At TMS, fieldwork opportunities and skills have been mapped out, making the most of our school grounds, school locality and wider locality.
EYFS, Year 1, Year 2
Year 3 and 4
Years 5 and 6
Our Geography Launchpads show what all children should know and understand by the end of each unit of learning. Each enquiry question is mapped out, key knowledge is identified and paired with appropriate icons; launchpads are used for planning, teaching and assessment.
EYFS
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Examples of SEND Adaptations in geography:
Stay Safe
Statutory
Reporting