Geography Throughout 2019-2020
Calendar of geography visits and visitors 2019-2020
We believe that welcoming visitors into school and going on trips to support our learning is really important. The children always speak highly of visits and visitors to enhance the geography curriculum. What children learn through these visits and visitor contributions supports in making learning memorable and providing first hand experiences for our children to draw upon.
Year group(s)/class(es) or year groups involved
Impact of visit
14th November 2019
Maple and Oak
Science-living things in their habitats; animals including humans
Geography-map reading, features of different places
Science-evolution and inheritance
English and Geography – changing world Non-fiction report writing on the use of palm oil (Chester is a palm oil free city, with the zoo leading the campaign)
Engagement, first hand experiences for children to support their work in science to ensure all children can fully access the curriculum as they have all had the same first hand experiences.
Children could see the animals that we were going to be looking at throughout our unit. We discussed the adaptations of the animals. The trip also led the children to talk about palm oil and this drove our non-fiction unit linking with our geography as well as DT and science units.
28th November 2019
Beech and Sycamore
Science-teeth, diet and digestion
Science-animals and their habitats
Geography-conservation of habitats
Children were able to gain first hand experiences to support their work in science, ensuring that all children could fully access the curriculum linked to the visit. Children were able to walk around the zoo and observe the animals in their natural habitats to gain an understanding of how different animals have different needs and as such need different environments. Whilst walking around the zoo, children also found the feeding/menu boards that were placed near animals’ enclosures detailing how often and what animals were fed, allowing children to consolidate their understanding of herbivores, carnivores and omnivores. Children also completed a workshop led by zoo staff where they investigated animal skulls and discussed how this linked to their diets. This workshop also included an introduction to the digestive system and how this can differ in humans and animals.
Sycamore class participated in a conservation workshop which explained the impact of habitat loss and how it is causing species to become endangered and extinct which links to our science unit about animals and their habitats.
This then linked to our English unit about debates. The children wrote a balanced argument about whether they think zoos are cruel and whether the animals be released into the wild.
Chill Factor (Antarctic explorer workshop)
Geography: Contrasting locality: Antarctica
Science: Animals and Their Habitats
The children’s day began with an Antarctic themed workshop run by an external company called Commando Joes. They focused on 3 areas: communication, teamwork and resilience and used these to participate in a number of team games. Following this the children got kitted up for the snow and headed out to Mini Mooseland. Still with the Commando Joe team, the children searched for Commando Teds (teddy bears) following an avalanche and worked together to build an igloo. Finally, we were handed over to the Chill Factore team who took us onto the Snow Park. Here the children rotated around 4 activities: sledging, ice slinging, snow sliding and donutting. The children had an absolutely amazing day and it gave them a truly memorable snow experience to make their learning about Antarctica more real. The organsisation from the Commando Joe team was amazing and the morning ran perfectly. The Chill Factore
staff were much less organised so staff team and volunteers had to take the lead. We took 8 adults but lost one when a child was taken ill. If the trip is repeated next year additional adults should be taken in case of situations like this.
Geography: Contrasting area, study of Clitheroe
The children were able to see a castle first hand and explore the different parts including the keep, motte and bailey. The children learnt a little about the invasion of 1066 and how this affected Clitheroe Castle. All children were given the opportunity to create their own motte and baily castle adding the correct features they had been taught in previous lessons. Children were fully engaged with this trip and enjoyed seeing the weapons and armour first hand.
The children used their geographical knowledge to locate places of interest in Clitheroe which were used in later Geography sessions to compare Clitheroe and Clayton-le-Moors.
Visitors to School Term/Date
Year group(s) /class(es) involved
Impact of visitor
Acorn and Willow
Science-Living things and their habitats
Geography-where do our favourite animals live?
This visit consolidated children’s learning from their science topic and allowed them to see and touch a range of unusual animals. This made learning animal classification more relatable for the children. The children used this learning in their following science lessons and continue to refer back to the animals they met on the day.
This visit provided staff with the opportunity to broaden their own subject knowledge.
Staff believed this was a much more beneficial experience for the children than a visit to the zoo and would like to repeat next year.
MAF: launch Advent
RE: Christianity in action and Christianity Around the World
Geography: using a world map
The launch assembly and subsequent use of MAF materials throughout Advent supported children in developing a wider understanding of the world in which they live, the lives of others around the world and the importance of charities raising money to be able to support those in need around the world
RE-Christianity around the world
PSHE-exploring other cultures
Geography-world continents-people and places
The staff and children were so moved by this performance and visit. The visit helped our children to understand how other people’s lives are so very different from our own and to understand some of the ways in which this is the case. The children could engage with seeing where money they raised is going and in what ways it helps, as well as developing an understanding that even when people have had such troubled lives, and have so little, they still have their faith and aspirations to achieve in the future.