Geography

Intent

Geography is about understanding the world that we live in. At Leighton Middle, we encourage pupils to ask questions about the physical and human aspects of the world, to encourage a greater understanding of the world. We also strive to promote independent learning through the encouragement of personal excellence, as well as an opportunity to take part in enrichment activities. The Geography curriculum aims to ensure that pupils are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it.

Geography is, by its very nature, an investigative subject, which develops and understanding of concepts, knowledge and skills, of which many are transferable to other subjects. At Leighton Middle, we seek to inspire in pupils a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the pupils’ interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The department is committed to supporting pupils so that at the end their time at Leighton Middle School, pupils will have developed their knowledge of place as well as an understanding of key issues including people, resources and the natural/physical environments, as well as a genuine interest in the subject and a real sense of curiosity about the world and the people who live there.

Implementation

Throughout their time at Leighton Middle, pupils are assessed against Age Related Expectations (ARES), these are divided into skills and knowledge, which are built on year on year. Geography at Leighton Middle typically includes:

A cycle of lessons for each subject, which carefully plans for progression and depth concentrating on the geographical skills suited to the age group with star challenges.
Challenge questions for pupils to apply their learning in a philosophical/open manner.
Appropriate curriculum themed homework which children complete at home.
Key words for most subjects which can be referred to promote literacy and an aid for pupils.
Case studies are taught, covering a range of countries, this is useful to build on pupils’ knowledge.

Through high quality teaching, we develop the following essential characteristics of geographers:

An excellent knowledge of where places are and what they are like, both in Britain and the wider world.
A comprehensive understanding of the ways in which places are interdependent and interconnected.
An extensive base of geographical knowledge and vocabulary.
Fluency in complex, geographical enquiry and the ability to apply questioning skills, as well as effective presentation techniques.
The ability to reach clear conclusions and explain their findings.
The ability to express well-balanced opinions, rooted in very good knowledge and understanding about current issues in society and the environment.

Impact

By the end of their journey at Leighton Middle, pupils are able to use a wide range of geographical vocabulary, better understand how places are connected, as well as being able to reach clear conclusions and develop a reasoned argument to explain their opinions, rooted in very good knowledge and understanding about current issues in today’s environment.

We aim to equip the children with the skills, knowledge and geographical vocabulary to further pursue KS3 and a KS4 course, or simply to better understand the world around them and the issues of today Upper schools have commented that our children arrive with a good geographical vocabulary.

Curriculum Overview

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Year 5

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Introduction to Geography and Mapwork HT1+2

Mapwork
Knowledge:

Pupils can identify keys, symbols, grid references, contour lines.

Pupils can confidently use the terms northern/southern hemisphere.

Pupils can recognise the 4 / 8 points of a compass.

Pupils can recognise continents and oceans.

Pupils can use the terms longitude and latitude correctly.

Pupils can identify different environments and issues within a named location

Pupils begin to understand economic activity

Pupils are beginning to look at differences in countries.

Pupils can identify the Greenwich Meridian Time zones (GMT)

Skills:

Using maps correctly.
Using Ordinance Survey map keys.
Key skills to embed in to prepare for other units (Italy)

Use the 4 / 8 points of the compass.

Location of places, using atlases and maps.

Vocabulary:
Contour lines
Grid references
Grid Lines
Scale
Map key
North, South, East, West

Northern hemisphere

Southern hemisphere

North / South America

Longitude / Latitude

Biomes

Rural / Urban

Continent, Hemisphere, Equator

Greenwich Meridian Time zones (GMT)

Mapwork and Hong Kong
Knowledge:

Pupils can identify keys, symbols, grid references, contour lines.

Pupils can confidently use the terms northern/southern hemisphere.

Pupils can recognise the 4 / 8 points of a compass.

Pupils can recognise continents and oceans.

Pupils can use the terms longitude and latitude correctly.

Pupils can identify different environments and issues within a named location

Pupils begin to understand economic activity

Pupils are beginning to look at differences in countries.

Pupils can identify the Greenwich Meridian Time zones (GMT)

Skills:

Using maps correctly.
Using Ordinance Survey map keys.
Key skills to embed in to prepare for other units (Italy)

Use the 4 / 8 points of the compass.

Location of places, using atlases and maps.

Vocabulary:
Contour lines
Grid references
Grid Lines
Scale
Map key
North, South, East, West

Northern hemisphere

Southern hemisphere

North / South America

Longitude / Latitude

Biomes

Rural / Urban

Continent, Hemisphere, Equator

Greenwich Meridian Time zones (GMT)

USA
Knowledge:

Pupils can recognise differences within a country.

Pupils begin recognising physical features.

Pupils can discuss how some physical features are formed.

Pupils can identify reasons for high and low population

Pupils can describe the features of an area (Grand Canyon).

Pupils can locate some of the countries of North America.

Skills:

Using key terms

Identifying trends in data.

Using data to answer questions about a place.

Locating areas on a map using compass directions.

Vocabulary:

Agriculture
Farming
Drought
Economic activity
Population (density/distribution)

Subsidies
Country

Italy

Knowledge:

Pupils can understand similarities and differences between the UK and a region in Europe.

Pupils can location countries within Europe.

Pupils can discuss what life is like in Bologna and compare it to their own.

Pupils can use Geographical evidence to draw conclusions and give opinions about a place.

Skills:

Comparing places – similarities and differences

Using maps / atlases correctly

Vocabulary:

Equator

Europe

Continent

Mediterranean Sea

Map

Italy

Bologna

Tourism

Biomes

Knowledge:

Pupils can suggest how humans use land.

Pupils can recognise key human and physical features.

Pupils can discuss where the biomes are.

Pupils are aware of different biomes and differences between the two and give opinions about a place

Skills:

Using maps

Understanding how places are different.

Using key terms when describing the location of a place.

Vocabulary:

Biome

Climate

Rainforest

Tundra

Polar

Settlement

Knowledge:

Pupils can suggest how humans use land.

Pupils can recognise key human and physical features.

Pupils can use Geographical evidence to draw conclusions and give opinions about a place

Skills:

Using maps

Understanding how places have changed over time

Vocabulary:

Settlements

Social

Hamlet

Town

City

Urban

Rural

Year 6

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Rivers

Knowledge:

Pupils can identify key features of rivers, water cycles or mountains.
Pupils can draw detailed and annotated diagrams.

Pupils can recognise the signs of human geography.

Pupils will understand how waterfalls are formed and their key characteristics.

Skills:

Use 6 figure grid references on a map.

Use the 8 points of a compass.

Use maps, atlases, globes and describe features studied.
Sketching in detail

Vocabulary:

Landscape

Banks / Beds

Channel

Oxbow Lakes

Meander

Floodplain

Waterfall

Delta

Source

Natural resources

Water cycle

Physical / Human Geography

Settlement Transportation
Erosion

Coasts

Knowledge:

Pupils can show how the environment and land has changed over time

Pupils can identify stacks and stumps.

Pupils can name the processes which affect the physical environment.

Pupils can suggest how material is moved

Pupils can suggest how to manage the physical environment.

Skills:

Forming an argument for a debate.

Producing detailed annotations.

Vocabulary:

Arch
Attrition
Beach / Cave / Cliff

Constructive / deconstructive wave

Corrosion

Hydraulic Power

Spit

Stack

Wave cut Platform
Fetch

Headland

Weathering

Erosion

Deposition

South America/Brazil

Knowledge:

Pupils can make key comparisons between an area of the UK and one in South America.

Pupils can identify key features of the rainforest/deforestation

Pupils will build on knowledge of different biomes

Skills:

Locate the countries of South America/Brazil using an atlas.

Letter writing.
Drawing graphs

Recognise key push and pull factors

Climate graphs

Vocabulary:

Brazil
South America

Human/Physical features

Climate

Biomes

Rainforest

Deforestation

Urbanisation

Push/Pull Factors

Indigenous

Settlement

Volcanoes & Mountains

Knowledge:

Pupils can show how the environment and land uses have changed over time.

Pupils have knowledge on volcanoes and mountains and how they are formed.

Pupils can identify natural hazards and risk factors.

Pupils can locate Mount Everest and discuss the dangers of climbing it.

Skills:

Using geographical evidence to draw logical conclusions about human activity.

Drawing detailed and annotated diagrams of landscape features.

Vocabulary:

Volcano

Mountains

Mount Everest

Summit

Environment

Landscape

Weather

Topography

Tectonic Plates

Plate boundaries

Active

Dormant

extinct

Fieldwork

Knowledge:

Pupils can construct a hypothesis and investigate an issue.

Pupils can make suggestions about their environment, how to improve it with evidence.

Skills:

Express opinions about a place.

Use Geographical evidence to draw logical conclusion about human activity, using a range of skills:

Follow a map.

Questionnaires

Environmental quality surveys

Sketch maps

Tally charts

Vocabulary:

Introduction

Methodology

Investigation

Hypothesis

Environmental geography

Environmental issues

Data

Trade:

Knowledge:

Pupils can identify counties involved in trade.

Pupils can explain fair trade

Pupils can show knowledge of the trade process.

Skills:

Locate countries using an Atlas.

Give both an opinion and a different point of view.

Recognising the signs of human geography and the use of natural resources.

Drawing graphs

Vocabulary:

Primary produce

Manufacturing

Trade / Fairtrade

Primary/Secondary/Tertiary

Arable farming

Imports / exports

LICs

HICs

Multi national

Year 7

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Map Skills though 7 continents.

Knowledge:

Pupils can use a variety of geographical words accurately.

Pupils locate the different locations.

Skills:

Identify symbols from an OS map.

Locate places and features using co-ordinates and a compass.

Use 6 figure grid references on a map.

Use scale and calculate distance on a map.

Suggest how gradient is shown on a map.

Use maps or atlases to find places and help me find out information about a country.

Vocabulary:

Scale

Contour Lines

Cross section

Grid reference

Population

Knowledge:

Pupils can show knowledge about population, why a population changes and a case study example.

Skills:

Use maps or atlases to find places and help me find out information about a country.

Explain my opinion and other peoples.

Vocabulary:

Population pyramids

Migration

International migration

Commuter

Refugee

Rural

Urban

Push/Pull Factors

Volcanoes and Earthquakes

Knowledge:

Pupils understand how physical processes have an impact on landscapes.

Pupils can use a variety of geographical words accurately.

Pupils show knowledge about population

Pupils understand he effects that a Tsunami can have

Pupils understand how the Earth is made up.

Pupils have a knowledge of how and why volcanoes are formed.

Pupils recognise SEEP ideas (social, economic, environment or political/management)

Skills:

Use maps or atlases to find places and help me find out information about a country.

Highlight risk factors and causes.

Explain my opinion and other peoples.

Vocabulary:

Continent

Ocean

Continental drift

Core / Crust / Mantle

Tectonic Plate

Crater

Lava / Volcanic Tephra

Volcanoes and Earthquakes

Knowledge:

Pupils understand how physical processes have an impact on landscapes.

Pupils can use a variety of geographical words accurately.

Pupils show knowledge about population

Pupils understand he effects that a Tsunami can have

Pupils understand how the Earth is made up.

Pupils have a knowledge of how and why volcanoes are formed.

Pupils recognise SEEP ideas (social, economic, environment or political/management)

Skills:

Use maps or atlases to find places and help me find out information about a country.

Highlight risk factors and causes.

Explain my opinion and other peoples.

Vocabulary:

Continent

Ocean

Continental drift

Core / Crust / Mantle

Tectonic Plate

Crater

Lava / Volcanic Tephra

Water

Knowledge:

Pupils understand how physical processes have an impact on landscapes.

Pupils discuss droughts and flooding and can compare examples of real-life case studies.

Pupils can give an example of an NGO (Non-Governmental Organisation) and how they can help.

Pupils can compare responses in different locations

Pupils understand what can cause floods and the consequences of flooding.

Skills:

Use maps or atlases to find places and help me find out information about a country.

Highlight risk factors and causes.

Explain my opinion and other peoples.

Vocabulary:

Drought

Flooding

Malnutrition

Hunger

LIC

HIC

Water Aid

Water

Knowledge:

Pupils understand how physical processes have an impact on landscapes.

Pupils discuss droughts and flooding and can compare examples of real-life case studies.

Pupils can give an example of an NGO (Non-Governmental Organisation) and how they can help.

Pupils can compare responses in different locations

Pupils understand what can cause floods and the consequences of flooding.

Skills:

Use maps or atlases to find places and help me find out information about a country.

Highlight risk factors and causes.

Explain my opinion and other peoples.

Vocabulary:

Drought

Flooding

Malnutrition

Hunger

LIC

HIC

Water Aid

Year 8

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Africa

Knowledge:

Pupils gain a knowledge of Africa.

Pupils can recognise some physical and human features.

Pupils recognise how conflicting demands on the country/environment may happen.

Pupils understand that an environment and people’s live can be affected by actions and events.

Skills:

Use maps and atlases independently.

Give a detailed description about a location.

Show an understanding of conflict.

Vocabulary:

Diversity

Conflict

Informal Settlements

Kibera

Sudan

Civil War

Tourism

Extreme Environments

Knowledge:

Pupils can recognise how people try to manage environments sustainably.

Pupils recognise how conflicting demands on the country/environment may happen.

Pupils understand that an environment and people’s lives can be affected by actions and events. rainforest

Pupils recognise how people try to manage environments sustainably, eco-tourism.

Skills:

Show an understanding of conflict.

Give a detailed description about a location.

Select information and sources of evidence, suggest conclusions to my investigations and present my findings using evidence

Vocabulary:

Biomes

Deserts

Deforestation

Tropical Rainforest

Nutrient Cycle

Ecosystems

Climate change

Development

Knowledge:

Pupils understand human geography relating to the economic activities in Primary, Secondary, Tertiary and Quaternary sectors.

Pupils look at examples of HIC and LIC countries.

Pupils can discuss Aid, Fairtrade and Micro Loans and how they might aid the development of a country.

Push/Pull factors using an example.

Manufacturing in a NEE

Skills:

Form a judgement/conclusion on ethical and moral issues, explain my ideas clearly and give evidence to back up my viewpoint.

Give a detailed description about a location.

Vocabulary:

High Income Countries (HIC)

Low Income Countries (LIC)

Newly Emerging Economies (NEE)

Gross National Product (GNP)

Employment Structure

Primary / Secondary /

Tertiary

Fair Trade

Microloans

Uneven development

Development

Knowledge:

Pupils understand human geography relating to the economic activities in Primary, Secondary, Tertiary and Quaternary sectors.

Pupils look at examples of HIC and LIC countries.

Pupils can discuss Aid, Fairtrade and Micro Loans and how they might aid the development of a country.

Push/Pull factors using an example.

Manufacturing in a NEE

Skills:

Form a judgement/conclusion on ethical and moral issues, explain my ideas clearly and give evidence to back up my viewpoint.

Give a detailed description about a location.

Vocabulary:

High Income Countries (HIC)

Low Income Countries (LIC)

Newly Emerging Economies (NEE)

Gross National Product (GNP)

Employment Structure

Primary / Secondary /

Tertiary

Fair Trade

Microloans

Uneven development

Trade & Industry

Knowledge:

Pupils gain a knowledge of key words and different types of economic activity.

Pupils recognise how industry in the UK has changed.

Pupils will be able to consider what factors affect the location of industry.

Pupils understand human geography relating to the economic activities in Primary, Secondary, Tertiary and Quaternary sectors.

Pupils look at examples of Mega Cities, where they are and solutions to their unique issues.

Skills:

Explain both my own and other people’s view’s.

Form a judgement/conclusion on ethical and moral issues, explain my ideas clearly and give evidence to back up my viewpoint.

Vocabulary:

Industrial structure

Income

Profit

Employment Structure

Primary

Secondary

Tertiary

Fair Trade

Map Skills ** and Fieldwork
(**Agreement with Upper Schools and Middle Schools to do this in the Summer Term.)

Knowledge:

Pupils will be able to use longitude and latitude to identify specific locations.

Pupils will know what a choropleth map is.

Pupils will recognise what 4/6 grid references are and use this to apply to locate items as part of a wider project.

Skills:

Use maps and atlases independently.

Produce their own choropleth map from data.

Suggest the best route to take and why, taking account of all factors

Present my own views clearly with evidence.

Construct a hypothesis and take part in a field work enquiry.

Vocabulary:

Longitude

Latitude

Coordinates

Choropleth Map

Grid References

British Values

Year 5	Year 6	Year 7	Year 8
Democracy - rules in the classroom, taking turns, there needs to be rules followed, e.g. deciding on a city to ensure it is fair to all who have applied.	Democracy - examining fairness- Jim and Betty and houses falling in to the sea. Encouraging pupils to feel safe expressing their views in the classroom. Thinking about what is fair in terms of the world's environments (Rainforest) as well as looking at the fairness and conditions of other countries.	Democracy - rules in the classroom, taking turns, there needs to be rules followed. Importance of having a democratic government - linking to the one child policy.	Democracy - rules in the classroom, taking turns, there needs to be rules followed. Looking at how other governments may not always act democratically e.g. spending money inappropriately.
Rule of Law - describing what another country is like as well as working out that there are laws about different types of functions for areas e.g. village/ getting city status.	Rule of Law - laws for health and safety, coastal management of areas. Looking at other countries where pupils may not attend always attend school.	Rule of Law - rules within classroom. Looking at other rules that countries have - China.	Rule of Law - rules within classroom. Looking at other rules that countries have - aid
Mutual Respect - respecting rules e.g. farmers following rules. As well as rules within the classroom and consequences if they are not followed.	Mutual Respect - looking at different points of view (Jim and Betty) and being respectful of the environment- such as in the field work unit and the amazon rainforest.	Mutual Respect - respecting others in the class and being able to share their views. Being respectful of areas and taught to respect people's lives and empathise with those affected by disasters and conflict	Mutual Respect - respecting others in the class and being able to share their views. Being respectful of areas and taught to respect people's lives and empathise with those affected by disasters and conflict
Individual Liberty - taking pride in our work , expressing our views and respecting others' views, taking pride in our work and opportunities to stretch ourselves.	Individual Liberty - thinking about how their actions affect their community i.e. fieldwork and issues of push/pull factors	Individual Liberty - exploring our own views and attitudes, especially surrounding areas of development and the freedom to choose (within the confines of the law) what to do with out lives- ie living near a volcano	Individual Liberty - exploring our own views and attitudes, especially surrounding areas of development and the freedom to choose (within the confines of the law) what to do with our lives - migration due to civil war.
Tolerance - encouraged to debate, share and respect others' opinions. Comparing differences and similarities with their own lives and anothers.	Tolerance - being respectful of others' views as well as that they may not agree with.	Tolerance - understand the importance of identifying and combating discrimination, including tackling stereotypes e.g LIC/HIC	Tolerance - understand the importance of identifying and combating discrimination including tackling stereotypes e.g LIC/HIC

Careers

Year 5	Year 6	Year 7	Year 8
Many skills are discussed in the lessons and careers mentioned include: cartographer (map maker), photographer, teacher, farmer, surveyor, town planner, government jobs.	Teacher, farmer, insurance agent, surveyor, town planner, emergency services, factory worker	Cartographer, teacher, scientist, volcanologist, seismologist, prime minister, planner, emergency services, town planner, NGO worker.	Chef, farmer, teacher, cartographer, town planner, NGO worker, doctor, factory worker, auditor. We do different sectors of employment (Primary, Secondary, Tertiary and Quaternary) so lots of examples are used in these lessons.

Spiritual, Moral, Social and Cultural Development (SMSC)

Year 5	Year 6	Year 7	Year 8
Social - working with partners, discussion of views, fairness, fieldwork- summer term lesson, planning process for settlement	Social - collaborate in fieldwork, opportunities for group work	Social - group work, talking about global citizen, empathy for others e.g hazards. Differences in opinions, such as why you live in an area are solved.	Social - working together in map skills topic, learning partners, looking at social issues such as differences in standards of living in some areas. Working collaboratively to discuss issues.
Moral - working together to decide on problem solving. Giving their opinion	Moral - discussions of right and wrong - Amazon Rainforest, how humans use rivers landscape, impact of erosion on the coastal environment, moving away from family etc	Moral - differences in LIC/HIC, one child policy, ageing populations, differences in reaction to natural hazards. NGO Lesson difference in education to UK	Moral - LIC/ HIC differences. Issues of human activity impact on the physical environment (Extreme Environments). Why some countries are where we were in the Victorian times today in terms of birth rate/death rate (Development)
Cultural - An essential component of Geography is place knowledge. By understanding the features and characteristics of their local area, children understand why it is like that, and can contrast where they live with more distant localities, in this country and abroad. This understanding ensures children are aware of the cultural traditions associated with the place they are studying, where places are in the UK
Spiritual - Geography is about studying people; where they live and our relationship with the environment. This involves providing children with the opportunities to reflect on their own values and beliefs and those of others. Children may explore what it would be like to live in a squatter settlement, or as a victim of an earthquake or other natural disaster, to living on tropical islands. Children have the opportunity to explore their own feelings about the people, culture, place and environments that they are learning about.