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Topic: UP, UP AND AWAY MFL / Geography Focus
Class: KS2 Y3/4
Year: 2014/15 Term: Spring
STUNNING START: ‘Feathers and Flight’ Watch film – ‘Fly Away Home’ Film clips - bird’s eye view.
MARVELLOUS MIDDLE: Science Museum
FABULOUS FINISH: Celebration of learning to parents – launch flying machines
Know, do and understand
Geography & PL Curriculum
Key Questions
(key primary languages and
Coverage
geographical skills, concepts and
and
attitudes at lower KS2)
Learning Context
PRIMARY LANGUAGES
To read fluently:
• Read and understand the main points
in short written texts.
• Read short texts independently.
• Use a translation dictionary or glossary
to look up new words.
To write imaginatively:
• Write a few short sentences using
familiar expressions.
• Express personal experiences and
responses.
 Write short phrases from memory with
spelling that is readily understandable.
To speak confidently:
• Understand the main points from
spoken passages.
• Ask others to repeat words or phrases
if necessary.
• Ask and answer simple questions and
talk about interests.
• Take part in discussions and tasks.
• Demonstrate a growing vocabulary.
To understand the culture of the
countries in which the language is
spoken:
Primary Languages Key stage 2
 listen attentively to spoken language and
show understanding by joining in and
responding
 explore the patterns and sounds of language
through songs and rhymes and link the
spelling, sound and meaning of words
 engage in conversations; ask and answer
questions; express opinions and respond to
those of others; seek clarification and help
 speak in sentences, using familiar
vocabulary, phrases and basic language
structures
 develop accurate pronunciation and
intonation so that others understand when
they are reading aloud or using familiar
words and phrases
 present ideas and information orally to a
range of audiences
 read carefully and show understanding of
words, phrases and simple writing
 appreciate stories, songs, poems and
rhymes in the language
 broaden their vocabulary and develop their
ability to understand new words that are
introduced into familiar written material,
including through using a dictionary
 write phrases from memory, and adapt these
to create new sentences, to express ideas
clearly
 describe people, places, things and actions
orally and in writing
 understand basic grammar appropriate to the
language being studied, including (where
Suggested Activities
Outcomes
(extension and challenge)
(including
assessment
opportunities)
PL: À Paris – Where is Miranda?
What landmarks do you
recognise? What other clues are
there that she is in Paris? Can
you find more clues in the other
texts (* both English and French
texts)? What links can you find
between the texts? What is similar
/ different to Brighton/UK?
 Cultural signifiers – look for
evidence of types of food,
houses, streets, shops, cars,
clothes, climate – compare to
Brighton/UK. Compare * French /
English children’s guides to Paris
– look for cognates, similar
words. Use bilingual dictionary.
If you were lost in Paris, what
would you do? What would you
say to the local people? What
questions would you ask?
 Greetings: Salut! Ça va?
Comment t’appelles-tu?
Quel âge as-tu? Je me suis
perdu. Role-play then written
conversation.
What would you like to see/do
whilst you were there? What
might you eat and drink? What
are the famous sights of Paris?
What can you find out about
them? How could you find your
way to a certain landmark? Which
French words could you use?
 Directions: useful French words &
phrases on Paris street with
strangers: Où est…la tour Eiffel
/ la Seine / la boulangerie / le
café / le marché? etc. À gauche
/ à droite / nord/sud/est/ouest.
La carte; le gendarme; la
baguette; le Métro, les Champs
Elysées etc. Orientation
activities (e.g. landmark labels /
models around classroom). Draw
labelled map of Paris landmarks,
using * French / English
children’s guides to Paris for
reference.
Mapwork –
effective use
of atlas.
Explanations
of what
places are
like.
Drawing of
maps.
Collaborative
collage Bird’s eye
View
Grp 1: South
Downs to
Coast – incl
landmarks:
Foredown
Tower/Bright
on Pavillion/
Beachy
Head
Lighthouse
Grp 2: Paris
to Channel
coast, incl
landmarks
• Describe with some interesting details
some aspects of countries
Geography
relevant): feminine, masculine and neuter
forms and the conjugation of high-frequency
verbs; key features and patterns of the
language; how to apply these, for instance,
to build sentences; and how these differ from
or are similar to English.
To investigate places
Geography Key stage 2
Ask and answer geographical questions
about the physical and human
characteristics of a location.
• Explain own views about locations,
giving reasons.
• Use maps, atlases, globes and digital/
computer mapping to locate countries
and describe features.
• Use a range of resources to identify the
key physical and human features of a
location.
• Use fieldwork to observe and record
the human and physical features in the
local area using a range of methods
including sketch maps, plans and
graphs and digital technologies.
• Name and locate counties and cities of
the United Kingdom, geographical
regions and their identifying human and
physical characteristics, including hills,
mountains, cities, rivers, key
topographical features and land-use
patterns; and understand how some of
these aspects have changed over time.
• Name and locate the countries of
Europe and identify their main physical
and human characteristics.
To investigate patterns
• Describe geographical similarities and
Locational knowledge:
 locate the world’s countries, using maps to
focus on Europe (including the location of
Russia) and North and South America,
concentrating on their environmental regions,
key physical and human characteristics,
countries, and major cities
 name and locate counties and cities of the
United Kingdom, geographical regions and
their identifying human and physical
characteristics, key topographical features
(including hills, mountains, coasts and
rivers), and land-use patterns; and
understand how some of these aspects have
changed over time
Place knowledge:
 understand geographical similarities and
differences through the study of human and
physical geography of a region of the United
Kingdom, a region in a European country,
and a region within North or South America
Human and physical geography:
 describe and understand key aspects of:
 physical geography, including: climate
zones, biomes and vegetation belts, rivers,
mountains, volcanoes and earthquakes, and
the water cycle
 human geography, including: types of
settlement and land use, economic activity
including trade links, and the distribution of
natural resources including energy, food,
minerals and water
Geographical skills and fieldwork:
 use maps, atlases, globes and
Geography:

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
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
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What does the world look
like?
What is a map? How are
they useful? What are the
key features of maps?
Which countries/
continents does Miranda
fly over? What is a
continent? What is a
country? How are they
different?
Is Miranda moving
North/South/ East/West?
How will you show that
her journey
circumnavigates the
globe?
What is the land/weather
like in other parts of the
world?
What were the
characteristic features of
the countries?
What info would you need
to include in a country fact
file?
What geographical
features did she fly over?
Key landmarks?
Which capital cities did
she visit?
What would you expect to
find in a capital city?
What things from Paris
would you also find in
Brighton?
Geography activities
LESSON 1
 Investigate a world map from the
air using Google Earth to track
Miranda’s journey. Plot Miranda’s
journey on world map – discuss
where she is when she goes ‘off’
the map
 Write paragraph (postcard/ diary
entry) as Miranda - informal,
descriptions, feelings - noting
what she saw (wonders of
world), e.g. climate, physical
features of area (mountains,
rivers) – add some of the
paragraphs to world map.
 On Post-Its, record short
comparisons of the physical
features of France with 1 other
location Miranda passes through
(e.g. are they warm, temperate
or cold? Do they have desert,
forest, rivers, lakes, mountains?
A lot or a little?) – compile PostIts into a table of similarities &
differences
LESSON 2
 Return to Google Earth to zoom
in closer onto Paris (L’Hexagone)
– distinguish between city centre,
suburbs & countryside
 Predict what we expect to find in
a capital city
 Read A Walk In Paris & track the
characters’ journey on Google
Earth – identify key features
Class
Display –
world map
showing
chn’s
observations
of the
geographical
features of
the places
Miranda
passed
through –
descriptions,
comparisons
Table of
similarities &
differences,
comparing
France to
another
location
Map of Paris
(individual or
class) based
on the one in
the inside
cover of A
Walk In
Paris –
pictures/des
criptions of
key
landmarks,
appropriately
arranged in
relation to
each other.
differences between countries.
To communicate geographically
• Describe key aspects of:
• physical geography, including:
rivers, mountains, volcanoes and
earthquakes and the water cycle.
• human geography, including:
settlements and land use.
digital/computer mapping to locate countries
and describe features studied
 use the eight points of a compass, four and
six-figure grid references, symbols and key
(including the use of Ordnance Survey
maps) to build their knowledge of the United
Kingdom and the wider world

What things from Paris
would you not find in
Brighton?
LESSON 3
 Imagining the classroom or
playground as Paris, use
compass directions to place
photos of key landmarks
appropriately around
class/playground
 Make individual or class map of
Paris, simplified but showing key
landmarks, linked by boulevards,
surrounded by suburbs,
countryside etc
 Use colours to distinguish city
centre, suburbs, countryside –
add a key to explain
• Use the eight points of a compass,
four-figure grid references, symbols and
key to communicate knowledge of the
United Kingdom and the wider world.
LEARNING CONTEXTS
KEY TEXTS:
Fiction/Pictorial
Miranda the Explorer – James Mayhew
A Walk in Paris - Salvatore Rubbino
A Lion in Paris - Beatrice Alemagna
*Eloise à Paris – Kay Thompson
*Contes de la rue Broca: La sorciere de la
rue Mouffetard – Piere Gripari
Non-fiction:
*Mes anees pourquoi: Paris – Christophe
Tranchant
I-Spy Paris - Michelin
Not-for-parents Paris – Lonely Planet
http://www.kids-world-travel-guide.com/francefacts.html
* text in French
COULD YOU FLY A HOT AIR BALLOON?
Related information texts
Google maps
Google earth
Atlases
www.ueet.nasa.gov/StudentSite/historyoffligh
www.firstflight.open.ac.uk
BBC website/ country fact files
www.bbc.co.uk
(Seine, Ile de la Cite, Eiffel
Tower, Notre Dame) and
compare with children’s
predictions
 Record the track of their journey
on a simplified map of Paris
LESSON 4
 Return to map of Paris to give a
partner directions from one
landmark to another, using
compass directions & simple
phrases e.g. along the
boulevard, across the river, past
the church
 Show a child’s map with a grid
superimposed on top – locate
landmarks by grid references
 Cross curricular links to
numeracy (directional language,
co-ordinates)
Cross-Curricular links:
SCIENCE: Forces & Magnets
(compass work); air resistance
WWO – (Working together
Communication skills, expressing
self, dealing with change)
COMPUTING – Google Earth &
OTHER IDEAS
 Art from the air of local
area/Paris area - create aerial
artwork of local area from a
range of materials and
equipment.
 Mapwork skills. Reading maps.
Drawing maps. Using maps.
Take Away
Task:
Create a
country in a
box –
include
interesting
facts,
language,
currency,
tourist
attractions,
how to get
there. Focus
on France?
online mapping; Photo Story; Data
base of flying creatures; Internet
research & collaboration (links
with school in Paris)
MUSIC – Parisian café /accordion
music
COMPUTING: How can we find
out more about Paris? Who could
we contact? What could we ask
them?
LIT: What would you include in a
postcard home from Paris? What
sights and landmarks would you
mention? What would you include
in a diary? What would a diary
entry look like/sound like?
SCI: How does a hot air balloon
fly? Why does the scrunched
paper fall quicker? What is air
resistance? What affects air
resistance?
MUSIC: World music: What is
traditional music? Do people all
over the world listen to the same
types of music? What kind of
music is traditional in France?
ART/GEOG: How are aerial
photos and artwork different from
other artwork you have created?
What would you see if you were
above the school in a hot air
balloon? What land marls do you
recognise? Does aerial work
appear 2D?
 Link Brighton to world.
 Email links with Paris école
élémentaire: À Paris – le
tourisme.
 Write own story from Paris
section of Miranda.
 Investigate the science in how a
hot air balloon flies. Use hot air
balloon. Write explanation of how
balloon flies.
 Listen to and respond to music
from the countries and cultures
Miranda visits; focus on Paris &
accordion/café music
 Creating Bird’s Eye View mixed
media works. Exploring different
mediums and techniques for
BEV art work. Effective use of
block colour and line