1.   Philosophies and Aims

To help pupils to make sense of their surroundings and to gain a better appreciation and understanding of a variety of physical and human conditions on the Earth's surface.

1.1  The teaching of Geography is to enable children to:

a)  Develop a strong interest in their own surroundings and in the world as the home of mankind

b)  Appreciate the variety of physical and human conditions on the Earth's surface

c)  Understand some of the relationships between people and their environments

d)  Appreciate the importance of geographical location in human affairs

e)  Understand what it means to live in one place rather than another

f)  To foster children's sense of wonder and beauty of the world around them

g)  Understand some of the more important processes which produce geographical patterns and variety and which bring about changes

h)  Develop a range of skills and competencies necessary to carry out geographical enquiry and to interpret geographical information

i)  Construct a framework of knowledge and understanding about their own home area, their own country and other parts of the world

j)  To enhance children's sense of responsibility for the care of the Earth and its people

1.2  Progression in Geography involves the following:

a)  An increase in the breadth of studies: there should be a gradual extension of content to include different places and geographical conditions

b)  An increasing depth of study associated with students' growing capacity to cope with more demanding information and to undertake more complicated tasks

c)  A continuing development of skills

d)  Increasing opportunity for students to examine social, economic, political and environmental issues, to evaluate evidence and the consequences of alternative courses of action.

2      Teaching Groups

Throughout KS2 and KS3 , all geography classes are mixed ability registration groups. 

3      Methods, Approaches, Teaching and Learning Styles

Classes will be involved in general note taking, illustrating, mapping and 

answering written questions.  In addition, the approach also include discussions, experimenting, model and instrument construction, practical  studies in the  local area and school grounds, videos, DVD's, role play, fieldwork and interactive whiteboard exercises and plenaries.  The texts used in both KS2 and KS3  are  planned and published for the specific key stages.  Text books are colourful and contain short, concise, descriptive and informative passages interspersed with graphs, photographs etc.  They allow each child the opportunity to  obtain       information in various ways whatever their level of  ability.  The printed questions encourage reading, reasoning and summarising alongside general and group discussion.

 

4        Planning  - Review

 

When possible, the Geography teams involved in KS2 and KS3 are maintained as a regular teaching group.  This allows the planning of changes and reviews of topics completed to  be an on-going exercise.  With the nucleus of both tames staying together year by year, new staff joining the teams have a bank of  expertise to tap into when needed.  New staff are guided through the curriculum and given the relevant teaching materials by the coordinator.  These references are also available on the school network along side a bank of additional  background information to GCSE level for staff to access.  If help is needed by an individual teacher, it is usually dealt with on a one to one basis by the coordinator.  This allows any problems to be given immediate attention.  All staff in the teams are able to discuss their work and general approach at any convenient time outside of lessons.  This allows the content and delivery  to be reviewed whenever the need arises.

 

INSET  time is requested for meetings of a complete Key Stage team when planning new topics.  Off site INSET courses are considered and staff are advised of their relevance regarding topics being covered at KS2 and KS3. 

5      Monitoring

 

Monitoring takes the form of work sampling; each member of the Geography team being given a list of dates when exercise books are required for scrutiny; and lesson observations.  Team meetings are used to discuss any matters arising from monitoring, discussions of major issues affecting the team,  updating staff on new policies  or enabling the team to inspect new curriculum content, materials and to discuss strategies.

 

6        Differentiation

 

The pupil text books at KS2 and pupil text books and workbooks at KS3 incorporate differentiation into the learning experience.  The text in both pupil text book and activities and worksheets allows for the accessibility by all pupils in the early stages and by most in the latter stages.  The incline of difficulty of most texts allows for differing responses and extended writing thus allowing each pupil to progress.  The KS3 workbooks are differentiated  into Core and Foundation texts and activities, but both are relevant to the work being studied in the text book.

 

7        Assessment

 

Assessment in KS2 in the form of a baseline assessment in year 5.  During the year other assessments are in the form  of questions in the text book, worksheets and end of topic levelled assessment task sheets.  Knowledge of places and rivers around the United Kingdom, Europe and World are tested regularly during the year.  The maps are of different levels of difficulty to build on prior knowledge.  Scores of assessments are held centrally to allow the tracking of pupils.  Self-assessment and progression grids are being introduced across both Key Stages to show not only what has been learned, but they also highlight any uncertainties that individual  pupils may have regarding the concepts covered, thus allowing these concepts to  be revisited.  The teaching manuals given to each member of the Geography team and available on the school network contains copies of all relevant assessment tasks and are able to be updated when new material becomes available.  The results obtained from these assessments are held centrally to enable the pupils progress to be tracked

8      Reporting

 

Parents are issued with a brief summary regarding progress during the Autumn and Spring term in the form of the Pupil Review prior to Parents Evenings.  At the end of the summer term a formal end of year report is issued to parents showing areas of strength and areas for suggested improvement in the future. 

9      Writing and Literacy

9.1     Introduction

Many of the studies undertaken across the  KS2 and KS3 Curriculum demand a knowledge of key words and their definitions within each separate topic, the  ability to answer comprehension questions and to research material to complete relevant activities and investigations.

 

9.2     Reading and Understanding

 

All pupils are given the opportunity to read texts and encounter specialist vocabulary in glossary form.  All text books used, offer reference material and examples of how to correctly label diagrams.  Reading for information is encouraged where skills such as skimming texts to extract items of  information are developed.  

 

9.3     Specific Vocabulary

 

In KS2 studies, each topic is divided into double page spreads where  specialist words are included within the text and later appear in written  exercises.  In KS3 studies, each topic has written information divided into double page spreads containing  specialist words and meanings in both the text, where the words are printed in dark type, and in a shaded key words  format.  Smartboard interactive material is  available to accompany and   enhance the vocabulary used in each double page spread.  The key words then appear in the homework tasks within the KS3 workbooks.

 

9.4     Written Tasks

 

Most of the written tasks across both Key Stages are in the form of comprehension exercises.  Relevant specialist words appear in the questions.  The written exercises exhibit the ability to spell these words correctly and  understand their meaning within the context of the study.  Assessment tasks give the opportunity for short written passages.  The marking of written work  creates the opportunity for praise to be given, spelling mistakes to be highlighted and targets to be reassessed where necessary.  Individual tasks can be levelled to allow the pupil to see standards achieved and guidance for future development.

9.5 Spoken Language

As texts are being read, every opportunity is given for pupils to discuss the contents and answer relevant questions that arise. This allows pupils of all ability levels to express themselves and therefore encourages the lower ability pupils to offer considered answers and views.

 10 Numeracy

Numeracy in various formats occur throughout KS2 and KS3. Pupils will use temperature charts, rainfall graphs, tally charts, bar graphs and general data base sheets relevant to the topics being studied. Fieldwork exercises involve measurements of angles and distances which are then converted to scaled diagrams and maps. Map work at both Key Stages involve scale diagrams and conversion to real life distances.

11 ICT 

Opportunities are given for KS2 and KS3 pupils to make use of relevant web sites, to extract information on topics being studied and to create data sheets and graphs. Pupils are encouraged to produce field work reports and information posters, Power Point presentations and brochures using computer time both at school and at home.

Interactive white boards are available and these allow pupils to be shown pre-recorded DVD material, Power Point presentations, up to date internet information relevant to their studies, Promethean tasks and interactive presentations relevant to the topics in their text books. The relevant material for staff use is stored on the school network and staff are encouraged to add their own resources to the network to enable sharing of good practice.

12 Transfer of Information 

Internal transfer of information is done by keeping the central data base stored on the network up to date. Staff also keep individual records in their mark books or laptop. At the end of the year individual levels are added to the central data base and then passed on to the assistant head for analysis and collation.   

 

After-school transfer of information at the end of Year 8 by the best fit National Curriculum Level for each pupil. This level is based upon the level reached during Year 8 in both homework and assessment tasks and is forwarded to the Upper School.

 

13 Homework

 

 

At KS2 there is no set homework on a regular basis. However, children may be asked to obtain information concerning aspects of their studies or to complete a piece of work for the following week.

At KS3, homework is set on a weekly basis, in line with the whole school policy. The majority of homework tasks for Year 7 are workbook extensions of classroom study whereas Year 8 undertake a variety of extension tasks. A revision homework will also be set on any one or more National Curriculum Maps or the topic being undertaken at the time. The workbooks are kept by the children and each homework is explained in detail prior to it being set.

By allowing pupils up to one week to complete a homework, individual pupils are able to approach the member of staff member concerned with the particular homework if extra explanation or help is being requested prior to completing the homework.

14. SEN Support

 

 

An IEP for each pupil being given SEN support is given to the relevant members of staff to allow targets to be completed. A copy of the finished IEP is then given to the member of staff teaching that pupil to enable strategies to be carried out and progress to be monitored.

 

15. Health and Safety

 

 

The staff work in accordance with Poole's Health and Safety Guidelines. All visits will be organised in line with the School's Visits Policy.

 Year 5 Geography Overview

Date	Topic	Question	Page	Suggested tasks and resources
Sept.	Introductory baseline assessment Introduction to BMS			Map of school Photo trail and Power Point
Sept.-Nov	Local Study	Transport-Why is it important?Road Traffic-What are the roads like today?What problems do traffic cause?How can we solve traffic problemsDo we want a bypass?What will the effect be in Broadstone if the Broadway (the main shopping road is closed to traffic?	22-2324-2526-2728-2930-31	The study will include parent questionnaire, traffic surveys, maps and a written report including chats, tables and graphs.
Dec./Jan- April	Water	We need water-How is it used? Water everywhere -Where is water found in the natural world?Water supply-Where does our water come from?Deserts-Where are the deserts and what are their characteristics?Desert people-What is life like in the desert?Tropical Rainforests-Where are the rainforests and what are their characteristics?Drought and associated problems- What is a drought?Safe water-Why is safe water important?Who owns water?	4-56-78-910-1112-1314-1516-1718-1920-21	This study will include; research and surveys into how we use water.; how it reaches the home and is cleaned; how water availability varies around the world.

   

 

Date	Topic	Question	Page	Suggested tasks and resources
May-July	Investigating Coasts	What is a coast and how does it change over time? How doe tides, currents and waves affect the Earth and coastline?How do waves shape the coastline?What materials are found on a beach?Why do settlements develop on the coast?Case studies of various coastal settlements-tourism, industry etc and associated positive and negative features.	32-3334-3536-3738-3940-4142-51	This study may include research and collecting data. Presenting data in various forms e.g. Maps, graphs, tables, non-chronological reports and information posters.
Extension material	Wind in the News	How are winds formed?How is wind strength measured?How do hurricanes form?How do tornadoes form?	52-5354-5556-5758-59	This study will include a wide variety of tasks e.g. Mapping, use of DVD, skimming, scanning and presenting data in tables, diagrams etc.

 

Extension material - available if all other work has been completed. Staff are encouraged to link in events in the news to their topic when it is appropriate.

Extension Material

Resources-

Sharing and developing material -

Textbooks for reference are available in room 19.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Year 6 Geography Overview

 

 

Date	Topic	Question	Page	Suggested tasks and resources
Sept.-Dec	Rivers	What is the water cycle?Where does a river start and what happens to it?How do rivers mature and change as they reach the sea?How do rivers influence settlement?Case Studies; How does life and conditions along different rivers vary around the world.Problems associated with rivers e.g. pollution	4-56-78-910-1112-1718-19	This study includes: cross-curricular links with Science e.g. Water cycle vocabulary; Skimming and scanning of text; use of technical vocabulary; Research and mapping; Presenting data in graphs or tables; Comparing and contrasting areas around the world; Drawing diagrams etc
Jan -March	Mountains	How are mountains and hills shown on maps?How are mountains formed?How does the weather change in mountain areas?Case Studies: Himalayas and Highlands of ScotlandHow do mountain areas cope with tourism and the associated problems?	20-2122-2324-2526-2930-31	This study includes: Mapping and use of OS symbols; contours; research; conventions of relief maps; compare and contrast areas; tables to present data. Role play.
April - July	Investigating Coasts 2	Changing coastline- What is the effect of material moving along a beach?Sand dunes-What problems are associated with sand dunes and where do they occur?Building on the coast-What problems occur when building on the coast?Using the coast-How do we use the coastal environment and resources?	32-3334-3536-3738-39	This study includes: Drawing diagrams; skimming and scanning; use of technical vocabulary; planning, role play and researching. Variety of material available on the school network.

 

Date	Topic	Question	Page	Suggested tasks and resources
April - July	Investigating Coasts 2 cont.	Holding back the sea - How can we protect the coastline from erosion?Threats coastal resorts-What cause pollution along the coast?	40-4142-43	This study includes: Drawing diagrams; skimming and scanning; use of technical vocabulary; planning and researching;
Extension material	Passport to the World	Capital Cities- Why did London develop?Nairobi, Kenya-How did this capital develop?Rio de Janeiro- How does this capital city compare to London?Tokyo-What is special about this city?	44-4546-4748-4950-51

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Staff are encouraged to share ideas and materials on the school network Resources such as a photo gallery, worksheets, Power Points and video clips are available on the central school network. Video/DVD'S are available for use. ( A catalogue is in production).

 

Extension material - available if all other work has been completed. Staff are encouraged to link in events in the news to their topic when it is appropriate.

Extension Material

Resources-

Sharing and developing material -

 

Textbooks for reference are available in room 19.

Year 7 Geography Overview

 

Date	Topic	Question	Chapter/ Page	Homework 360 workbook pg
Heinemann Geography 360 textbook
Sept	Unit 1: What is Geography about?	How are physical and human geography different?What are the Earth's different landscapes?How can the world be divided?How can places be located using longitude and latitude?	1/6 -71/8-91/10-111/12/13	2-34-5PTB 116-7
Oct Half Term	Unit 2: Using Ordnance Survey Maps	How do we understand maps? How do we find places on an OS map?How far is it and in which direction?How do you show land height and shape?How do you show relief and drainage on a map?How do OS maps tell us about the history of settlement sites?Why do settlements grow?	2/16-172/28-192/20-212/22-232/24-252/26-272/28-29	8-91011-1213-15PTB 251617
Jan	Unit 3: What is the UK?	How is the UK made up?What is the physical geography like in the UK?How do we divide up the UK?What is the north-south divide?Is the north-south divide real or imagined?Why is London different?	4/46-474/48-494/50-514/52-534/54-554/56-57	26-27PTB 49PTB 512829-3031
Feb Half Term	Unit 4: Global Links	What are the global links from the UK to other countries?What are the global links from other countriesWhere do people shop?What is a hierarchy of shopping centres?How far do people travel?How has shopping changed?How can we shop without leaving the home?	5/72-735/74-755/96-975/98-995/100-1015/102-035/104-105	38   39   PTB 97 49-51   52 53-55 PTB 105

 

Date	Topic	Question	Chapter/ Page	Homework 360 workbook pg
Heinemann Geography 360 textbook
April	Unit 5: Great British Scenery	What is Britain's coastal scenery like?Why are Britain's cliffs collapsing?Can Britain's cliffs be stopped from crumbling?What causes coastal deposition?Why should we protect Britain's scenery?What is limestone scenery like?What are Carboniferous limestone landforms like?Is quarrying in the Yorkshire Dales good or bad?	6/ 78-796/80-816/82-836/84-856/86-876/88-896/90-916/92-93	414243PTB 85444546-47PTB 93
June	Skills in GeographyRevision	How do we use an atlas?How do we give 4 and 6 fig. Grid references and cross sections?How do we draw graphs that show 100%?How do we draw bar and line graphs accurately?How do we draw Choropleth and flow maps and measure distances accurately?How do we draw annotated sketches?	121121-122122-123123124125

 - available if all other work has been completed. Staff are encouraged to link in events in the news to their topic when it is appropriate.

Extension Material

Resources-

Sharing and developing material -

Textbooks for reference are available in room 19.

(PTB-Pupil Text Book)

 Year 8 Geography Overview

 

 

Date	Topic	Question	Chapter/ Page	Homework/ 360 workbook pg
Sept	Fieldwork	How is a clinometers used?How is the theodolite used? (under review)	Classroom explanation with practical work around the school site. Practical records written up in the classroom.
		Geography Matters 1 Textbook
Sept-Dec	Unit 0: Earthquakes and volcanoes	What are plates Where do volcanoes and earthquakes occur?3. What are volcanoes?What happens when a volcano erupts?5. What happens in an earthquake?What happened in the 1999 earthquake in Turkey?How can people make earthquakes less of a hazard?How can aid help victims of earthquakes and volcanoes?Why do people choose to live in active zones?	2/242/22-32/252/26-292/30-332/34-372/38-392/40-412/42	WS 1.2a. 1.2b, 2.6     WS Volc. 2 2.9a -2.9c     WS 2.14a-2.14b WS 2.15a-2.15b     Revise for written assessment

 

- available if all other work has been completed. Staff are encouraged to link in events in the news to their topic when it is appropriate.

Extension Material

Resources-

Sharing and developing material -

Textbooks for reference are available in room 19.

(PTB-Pupil Text Book)

(WS- Worksheet)

 

Date	Topic	Question	Chapter/ Page	Homework 360 workbook pg
Heinemann Geography 360 textbook
Jan-Feb	Unit 1: Introducing Europe	What is the EU?What is it like to live in the EU?	10-1112-13	45
	Unit 2: Who are the Europeans	Where do people live in Europe?What creates population change?What is a population pyramid?What are the causes of migration?Where do asylum seekers come from?What problems do they cause?What was it like for Poland as a new member of the EU?	16-1718-1920-2122-2324-2526-2728-29	8 9   10 11   12-13   Revise for interactive assessment
Feb Half Term	Unit 3: Europe's Weather and Climate	What is weather and how is it measured?How and why does the sky change?How is air pressure linked to weather?Why does the weather change?How do satellites forecast weather?Why are there different climates in Europe?How does the climate affect us?	32-3334-3536-3738-3940-4142-4344-45	15   WS 3.4   16-19   WS 3.5 WS 3.6   20-21   22-23   Revise for interactive assessment

 

Date	Topic	Question	Chapter/ Page	Homework 360 workbook pg
Heinemann Geography 360 textbook
Easter to half term	Unit 4: Rivers and Floods	What are the water cycle processes?How does the water cycle store and supply?How does the work of the river affect the uplands?How does the work of the river affect the lowlands? 5. Why do rivers flood? What happened in Boscastle in 2004?7. How can floods be prevented?How do we investigate rivers with field work?	64-6566-6768-6970-7172-7374-7576-7777-81	32-33 WS 5.2 34 WS 5.3 35 WS 5.4 i & 5.4 ii 36 WS 5.5       37 Revise for interactive assessment
After half term	Unit 5: Italy	What is the physical background of Italy?Does Italy have a north and south?Why is the north wealthy?4. Why is the south poor?Can the gap between north and south be closed?Why is Italy a great place to visit?Why is Venice sinking? What is Italy's economic time bomb?	84-8586-8788-8990-9192-9394-9596-9798-99	WS 6.i & 6.ii   39 WS 6.3 40-42 WS 6.4 WS 6.5         43 WS 6.7,-6.8 44   Revise for interactive assessment

 

Date	Topic	Question	Tasks
End of Summer Term	Fieldwork	River Piddle WarehamHow do we measure river depths?How do we measure river pollutionHow do we find effects of erosion?How do we draw annotated sketches?How do we measure river velocity?How do we complete meadow plant surveys?Hengistbury Head CoastlineHow is the headland managed?How do we find evidence of longshore drift?How do we draw annotated sketches?How do we measure tourist opinion?How do we measure environmental standards?How do we measure the effectiveness of Health and Safety in a tourist area?	Classroom explanations and in field information is given throughout the field work experience.   Students record results in fieldwork booklets in preparation for neat write-ups back in the classroom.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Staff are encouraged to share ideas and materials on the school network Resources such as a photo gallery, worksheets, Power Points and video clips are available on the central school network. Video/DVD'S are available for use. (A catalogue is in production). Staff are encouraged to share ideas and materials on the school network Resources such as a photo gallery, worksheets, Power Points and video clips are available on the central school network. Video/DVD'S are available for use. ( A catalogue is in production). Staff are encouraged to share ideas and materials on the school network Resources such as a photo gallery, worksheets, Power Points and video clips are available on the central school network. Video/DVD'S are available for use. ( A catalogue is in production).