Geography at Flixton Primary School should inspire in pupils a curiosity and fascination about the world and its people.
Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
As pupils progress, their growing knowledge about the world should help them to deepen their understanding about the interaction between physical and human processes, and of the formation and use of landscapes.
Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the
Earth’s features at different scales are shaped, interconnected and change over time.
This display showcases all our geography topics...read on to find out more:
Welcome to the wonderful world of geography at FPS...
Recently, I came across this funny yet innocent response to a geographical question:
Name the world's 5 oceans...and one of the answers was:
So, we look forward to educating your children with true geographical facts and embrace the joy and fun of learning about this amazing planet that we (and sharks) live on!
Let us map out all the learning that goes on in each year group:
Beginning to use correct terminology - 'aerial view' and demonstrating what it actually is:
Becoming familiar with the 4 nations of the UK and introducing island environments:
Also, celebrating great work by our very youngest geographers...
Developing knowledge on climate zones and weather:
Lots of practical activities taking place to reinforce learning.
Then, going further afield - studying the vibrant and stunning country of Kenya in Africa:
We get to appreciate the wonders of the world, in Year 3 and their locations:
Continuing on, we study the mountain environment and use the correct geographical language to describe features:
To complete the year's learning, we investigate our local area by going out on a fieldtrip to familiarise the children with their immediate surroundings and to collect data:
Using our own school environment, an investigation takes place on accessibility. This is used to revise the skills of using grid references to find a location:
Then, we study the most dramatic of topics - Volcanoes and Earthquakes. We understand how they are formed and why:
We finish our year by studying Rivers and taking a trip up to Winter Hill:
We manage to get out and about in all the topics this year, from using the school grounds, visiting our local secondary school and travelling to Salford Quays.
Researching landscape formations in our 'Living in the Freezer' (polar regions) topic:
Utilising interesting locations on our doorstep is essential but when you know that it is actually a GCSE location too, it makes it even more worthwhile. We carry out a diverse set of data collection on our visit to Salford Quays; charting its regeneration from industrial site to a high-tech media hub. We also use GIS to collate our results:
For a few years, we have enjoyed a good partnership with Wellacre Academy and have been lucky to visit their ground breaking ecocentre - to experience the tropical climate for our 'Biomes - Amazon Rainforest' topic:
We are not afraid to tackle more controversial topics and in Year 6, studying Europe and the EU proved to be just that - Brexit and immigration; a couple of discussion points:
We then head to the sun, to study St Lucia. I keep asking Mr Redmond if we can have a fieldtrip to this location, but he keeps refusing! We look at the physical aspects of the island and the human impact of tourism - positive and negative.
The Isle of Man
This is what every FPS pupil looks forward to at the end of their primary school experience. We introduce it in Year 1 - when children study an island environment - and then study it in more depth by Y6. I will let the photos do the talking...
I hope you have enjoyed our quick journey through the geography curriculum. Ultimately, I want to enthuse children into loving the world in all its diverse glory and to make them want to look after it for years to come.