Geography

Geography at Highfield

Our Aim

At Highfield we aim for Geography to inspire in our children a fascination about the world and its people. Children learn about diverse places, people and environments, and to understand the processes that have created them. Classes benefit from lots of opportunities to explore topics in a hands-on way, both indoors and outdoors. We want children to question the way our world is, how it is changing, and their own place within it, and we ask plenty of “What if…?” questions to stimulate their curiosity.

National Curriculum Requirements

The National Curriculum for Geography says that pupils should:

  • Develop knowledge of locations, defining their human and physical characteristics
  • Understand processes that give rise to the world’s geographical features
  • Develop geographical skills (fieldwork, data analysis, interpretation of a range of information sources including maps, diagrams, globes, aerial photographs and Geographical Information Systems).

Please find the link for the Geography Programme of Study we follow at Highfield available below:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239044/PRIMARY_national_curriculum_-_Geography.pdf

Highfield’s Geography Curriculum

 

Year Group Expectations/ Coverage Linked Books
EYFS
  • To begin to understand different ways of life.
  • To comment and ask questions about where they live.
  • To describe the weather.
  • To observe seasonal changes.
  • To talk about my immediate environment and how environments might vary from one another.
On the same day in March by Marilyn Singer

Rhymes Round the World by Kay Chorao

Mr Gumpy’s Outing by John Burningham

 

Year 1
  • To name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas
  • To use compass directions (N,S,E,W) and locational/ directional language to describe the location of features and routes on a map 
  • To explain where you live and know your address
  • To identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
The way back home by Oliver Jeffers

There’s a Map on My Lap! All About Maps by Tish Rabe

We’re sailing to Galapagos: A week in the Pacific by Laurie Krebs

Year 2
  • To name, locate and discover the world’s seven continents using world maps, atlas’s and globes. 
  • To introduce main biomes of the world.
  • To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.
  • To use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
  • To use fieldwork and observational skills to study the geography of the school grounds and local area.
  • To understand what agriculture is
Mapping Sam by Joyce Hesselberth

Lucy in the City: A Story About Developing Spatial Thinking Skills by Julie Dillemuth  

Year 3
  • To name & locate counties & cities of UK, geographical regions, human & physical characteristics & key topographical features and land –use patterns; and understand how some of these aspects have changed over time.
  • To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country.
  • To use maps, atlases, globes and digital/computer mapping to locate countries and describe their features.
Exploring Coasts (Exploring Habitats, with Benjamin Blog and His Inquisitive Dog)by Anita Ganeri 

A Rock Is Lively (Nature Books) by Dianna Hutts Aston 

Year 4
  • To study Mediterranean countries and regions by learning about the environmental regions, key physical & human characteristics, countries & major cities, Mediterranean & temperate climate (UK), biomes & vegetation belts and human use of resources
  • To compare the human and physical Geography of  a region in a European country (Italy) to a region in the UK 
  • To Learn about volcanoes and earthquakes
  • To observe, measure and record human and physical features of the local area using sketch maps, plans, graphs and digital technologies (local fieldwork)
  • To use 8 points of a compass for direction and 6-figure grid references of Ordnance Survey maps to build their knowledge of the United Kingdom 
A Bear Grylls Adventure 7: The Volcano Challenge by Bear Grylls

Volcanoes (Usborne Beginners): by Stephanie Turnbull

Year 5
  • To learn about  the population distribution, human and physical features of a region including the economic activity, trade links, distribution of natural resources, farming, air trade and globalisation through a study of North and South America
  • To learn the position and significance of longitude, latitude, the Equator, hemispheres, tropics, Arctic, Antarctic
Unfolding Journeys Amazon Adventure 

by Lonely Planet Kids

 

If America Were a Village: A Book about the People of the United States by David J. Smith

Year 6
  • A study of human and physical geography – rivers and mountains (local fieldwork – River Lea/ New River and a contrasting river study)
  • To learn about the formation, climate and location of  Mountains and rivers 
  • To compare 3 contrasting regions: Mediterranean, Amazon basin,(or California) and London using key themes of: Land use and natural resources, Tourism and migration
Everest: The Remarkable Story of Edmund Hillary and Tenzing Norgayby Alexandra Stewart

Mountains of the World by Dieter Braun 

Enrichment

Children regularly use the school grounds and the local area of Winchmore Hill to carry out fieldwork. We are fortunate to be able to make use of spaces close to our school such as Woodcroft Wildspace, The New River and Firs Farm Wetlands Park. We have also been very lucky to have visits from the RNLI, RSPB, Canal River Trust and the Thames Explorer Trust.

 

 

 

 

 

  • Children’s Geography learning in school is enriched by cross-curricular links to other subjects – for example, work may be linked to a History topic with children considering the features of land in the UK and thinking where Vikings might choose to settle and why. Cross-curricular theme days such as our International Day further enrich children’s learning.We have been extremely fortunate to have a STEM ambassador from the MET office visit Highfield to inspire our children and expose them to the wide range of job opportunities there are linking to Geography. Practical workshops were carried out with year groups across the school linking to the seasons and weather patterns. This also provided cross curricular links with the children’s Science learning.Highfield also has an enthusiastic group of Junior Travel Ambassadors (JTA); please click here for additional information. Useful Websites and Learning Tools

    http://www.ngkids.co.uk/

    http://www.google.com/earth/

    http://www.topmarks.co.uk/Interactive.aspx?cat=98

    http://www.bbc.co.uk/schools/websites/4_11/site/geography.shtml

    http://www.bbc.co.uk/education/subjects/zbkw2hv 

    https://www.3dgeography.co.uk/usa-themed-model-making 

    Eco Council

    Highfield has an active and enthusiastic Eco Council whose members meet weekly. Children learn about the impact of our actions on the environment and are encouraged to think about how to make a difference themselves. Some of the activities in which children have been involved are:

    • Litter picking in our school grounds and in Highfield Road
    • Learning about textile waste and making T-shirt bags and sock puppets
    • Making our own paper
    • Reusing our unwanted teddy bears – sending them to Syrian refugees (Teddy Aid)
    • Learning about food waste. Installing wormeries in Early Years and KS1 classes at Highfield. Meeting the worms!
    • A tree survey with Enfield Council to find out more about the importance of trees, and which trees we have in our school grounds
    • Planting new tree saplings in the school grounds
    • Visiting Firs Farm Wetlands to compare our tree saplings with more established ones
    • Poetry writing with Cheryl linked to the new trees
    • Seasonal activities e.g. reusing old Christmas cards for tags, making poppies with egg boxes
    • A project with “Eco-Active”, during which children learned about waste prevention in lots of exciting ways. This culminated in a trip to the Science Museum for an awards ceremony (our Eco Council won first prize for their scrapbook and £500 to spend on Eco initiatives in the school such as our wormeries)
    • Communicating learning and activities to other classes e.g. through Eco Council assemblies
Junior Travel Ambassadors

At Highfield we have an enthusiastic group of KS2 children who make up our school Junior Travel Ambassadors. These children have the important role of considering ways of making our journeys into school safer and healthier.

The JTA are extremely pro active and hardworking with this continued effort being reflected with their Gold STARs Award. This is a fantastic achievement and something that they are incredibly proud with as are the rest of the school. This year they are planning on continuing their hard work in order to keep up their ‘Gold’ status.

Last year the JTA children conducted a survey as pupils arrived at school along with PC Dorris who supports our local area. The children combined their results and found that many children were not crossing the road safely. They were not holding an adults hand or looking both ways before crossing.

They communicated their findings to the rest of the school in an assembly and decided to launch a campaign to help keep children safer when crossing the road. They created videos and designed their own story book for all children to read. They also created bright, informative posters that were stuck around the school to create awareness.

The children found that there has been an improvement by the end of the Summer Term but there is still more to be done! This year the JTA have decided that they would like to concentrate on crossing the road at safe locations. They are looking forward to getting their new campaign up and running!

The JTA have been very busy and have been working with TFL and Enfield Council. Together they have created Highfield’s very own ‘Walk to School’ map which shows walking routes, public transport routes and also places to park a short distance from the school and then how to walk from there. The map has been a very big success and we are hoping that it will continue to help reduce the congestion outside the school gates at drop off and collection times.

We have been thinking about how we can be healthier as we travel to school. Many children at Highfield entered Enfield’s  calendar competition which had the theme ‘Why the car, school’s not far!’  We were extremely lucky to have 3 winners! Sally came in to award trophies to the winners.

The JTAs also thought of a name for Enfield Council’s Walk to School bear. Their choice of Boots was the winner and we have won a smoothie bike for our school to help us all stay healthy!