Geography

Geography Subject Leader - Mr Delfosse

Geography Curriculum Intent

At Seaton, we want our pupils to have a curiosity and fascination about the world and its people. We want our children to be global citizens, who have a deep understanding of their local environment as well as the diverse surroundings in the wider world.  We aspire to educate our children to be aware of the environmental issues that face our world and how they have a part to play in protecting it. 

Through Geography, our children have opportunities to become explorers, enquirers, environmentalists and global citizens. Our children begin to think like geographers through interpreting a range of sources such as maps, atlases, globes and photographs. Pupils develop knowledge about Earth’s key physical and human processes. They also learn how to collect and analyse data on the exciting field trips in which they participate – Seaton Wetlands, The Beach and Axe cliff, The South West Coastal Path, The City of Exeter – to name just a few! Our children are taught to communicate geographical information in a variety of ways, including through hand drawn maps, numerical and quantitative skills and writing at length.  

Geography Curriculum Implementation

We use a number of resources to support the planning of teaching and learning in Geography. These include resources from The Geographical Society  https://www.rgs.org/schools/teaching-resources/ and the Geographical association https://www.geography.org.uk/Teaching-Resources  

Teachers plan learning journey sequences of work and each unit of work should provide opportunities for children to:  

  • identify what children already know, understand and can do and any misconceptions prior to the start of the unit 
  • Explicitly teach the vocabulary identified for each topic which can be found on the vocabulary vault grids below each topic on the maps 
  • Discuss and raise further questions linked to the key question for each geography unit  
  • Sort, order, classify, group, compare & contrast information/data 
  • Access geographical context through drama/educational visit/maps and images/fieldwork/engaging with visitors to the school 
  • Reflect upon responses to practical experiences; capturing key learning outcomes 
  • Develop age appropriate mapping skills within the context of the topic (See mapping skills progression) 
  • Make comparisons between places and/or over time. 
  • Relate the experiences people in other places in the world to their own experiences. 
  • Identify the physical and human features and climate of places. 
  • Explain the impact of the weather, climate, terrain upon the people that live there
  • Use knowledge organisers to help children retrieve, retain and commit new learning to their long term memory 
  • Reflect upon, research as appropriate and answer the key questions raised at the outset of the learning journey. 
  • Independent Assessment Task: Communicate the learning outcomes from a topic using key geographical vocabulary in context. Apply writing skills in the context of geography i.e. recounts, diary accounts, letters, newspaper articles, descriptions etc 
Designed & developed by Hambly Freeman