Download GEOGRAPHY

GEOGRAPHY
Purpose of study
The purpose of geography is to inspire in pupils a curiosity and fascination about the world and
its people that will remain with them for the rest of their lives. Teaching should equip pupils with
knowledge about diverse places, people, resources and natural and human environments and a
deep understanding of the Earth’s key physical and human processes. Pupils will develop an
understanding of the interaction between physical and human processes, and of the formation
and use of landscapes and environments. 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.
Aims
The national curriculum for Geography aims to ensure that all children:

develop contextual knowledge of the location of globally significant places – both terrestrial
and marine – including their defining physical and human characteristics and how these
provide a geographical context for understanding the actions of processes

understand the processes that give rise to key physical and human geographical features of
the world, how these are interdependent and how they bring about spatial variation and
change over time

are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through experiences
of fieldwork that deepen their understanding of geographical processes

interpret a range of sources of geographical information, including maps, diagrams,
globes, aerial photographs and Geographical Information Systems (GIS)

communicate geographical information in a variety of ways, including through maps,
numerical and quantitative skills and writing at length.
T:\5 SUBJECTS\Curriculum 2014\school GEOGRAPHY curriculum planning outline website.docx
School Scheme of Work
Year
Topic
Key concepts supporting
progression
Year 1
&2A
Weather
Identify seasonal and daily weather patterns in the
United Kingdom.
Local area study inc Winchester
Develop knowledge about the world, the United
Kingdom and their locality. Understand geographical
similarities and differences. Key human and physical
features.
Bamenda study (link with St Judes School).
Location of hot and cold areas of the world
in relation to the Equator and the North
and South Pole. Name and locate the
world’s seven continents and five oceans.
Use simple fieldwork and observational
skills to study the geography of their
school and its grounds and contrasting
locality.
Year 1
&2B
Remote locality – e.g. Coll / Brownsea Island
Understand geographical similarities and differences
through studying the human and physical geography
of a small area of the United Kingdom.
Geographical vocabulary to refer to key
physical features and key human features.
Name, locate and identify characteristics
of the four countries and capital cities of
the United Kingdom and its surrounding
seas. Use simple fieldwork skills in and
around the school and its environment.
Understanding location and different types
of landscape features (natural and
physical) and how they change over time.
Identifying key places and features in the
UK such as mountains and rivers.
Understanding and identifying types of
settlement.
Field work and observational skills
developed through trips to New Forest and
Leckford Estate.
Introduction to climate, time zones,
position in relation to the equator and
tropics. Applying our knowledge of places
to predict what a place will be like.
Similarities and differences between
Winchester and the study area.
Key physical and human features.
Develop an understanding of how it has
changed over time. Trip to St Giles Hill.
Using and creating maps to provide
information. Presenting our findings in
different ways.
Water cycle, start and end points of rivers,
how they change over time and shape the
landscape and coastline. How they are
managed. Key physical processes and
human features where they are located
and why.
Year 3
&4A
Year 3
&4B
Year 5
&6A
Improving and Sustaining the environment – ‘Watch
out we’re about’ (improving congestion by the school).
UK explorer
Focus on National Parks – their role and importance
and their contrasting benefits and challenges.
Comparing and contrasting different National Parks in
the UK, making links with National Parks in other
countries. Second focus on farming and the
countryside.
Europe
Focus on Europe, countries that make up Europe.
Where it is in relation to other continents and places,
particularly Russia. Key physical and human features.
Focus Study - looking at the similarities and
differences between an area of Europe and
Winchester.
Winchester and the local area. Building on prior
knowledge a look at Winchester as our local area. Key
physical and human features. Contrasting locality Portsmouth – in depth field trip linked work looking at
a particular aspect of Portsmouth and comparing it to
Winchester.
Rivers both locally and around the world. Focus on
Itchen – source and mouth and how it changes over
time (field study). Link to coast and waves and how
waves shape the coastline over time. Comparison with
contrasting American river.
World Village – looking at globalisation and how the
world is becoming ‘smaller’. Understanding the
impacts of globalisation from a personal perspective.
Year 5
&6B
Rainforests – where they are found and what they
are. Looking at physical characteristics and the impact
of their location and their climate. Consider how
people and animals have adapted in different ways to
live in them. Impact of working on the rainforests and
on the wider world.
Natural disasters – where do they occur? Why do
they happen? How often do they happen? What types
are there?
What is globalisation, what are its
impacts?
How climate affects the landscape and
what grows, links to science and how
habitats impacts on the type of wildlife
found in a location.
Some continuous coverage. Also focus
through Science as well as short focus
topic.
T:\5 SUBJECTS\Curriculum 2014\school GEOGRAPHY curriculum planning outline website.docx
KS1
Year 1
Locational
Knowledge
Name, locate and identify
characteristics of the four
countries and capital cities
of the United Kingdom and
its surrounding seas.
KS2
Year 2
Name and locate the
world’s seven continents
and five oceans.
Year3
Locate and name the
continents on a World Map.
Locate the main countries
of Europe incl. Russia.
Identify capital cities of
Europe.
Locate and name the
countries making up the
British Isles, with their
capital cities.
Year 4
Year 5
On a world map, locate
areas of similar
environmental regions,
either desert, rainforest or
temperate regions. Focus
on climates in Europe.
Locate the main countries
in South America. Locate
and name principal cities.
Locate and name the main
counties and cities
in/around Hampshire.
Locate and name the main
counties and cities in
England.
Compare 2 different
regions in UK river/coast.
Linking with History,
compare land use maps of
UK from past with the
present, focusing on land
use.
Identify European rivers
and mountains.
Compare with UK.
Identify the position and
significance of Equator, N.
and S. Hemisphere,
Identify the position and
significance of Tropics of
Cancer and Capricorn.
latitude/longitude and the
Greenwich Meridian.
Linking with science, time
zones, night and day
Year 6
On a world map locate the
main countries in Africa,
Asia and
Australasia/Oceania.
Identify their main
environmental regions, key
physical and human
characteristics, and major
cities.
Linking with local History,
map how land use has
changed in local area over
time.
Name and locate the key
topographical features
including coast, features of
erosion, hills, mountains
and rivers. Understand how
these features have
changed over time.
Place
Knowledge
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.
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 concentrating on
islands.
Compare similarities and
differences of physical
landscapes within the UK.
Focus on National Parks.
Comparison with American
National Parks.
Understand geographical
similarities and differences
through the study of human
and physical geography of
Winchester and a
European city.
Compare a region in UK
with a region in N. or S.
America with significant
differences and similarities.
(Rainforest and also
looking at river
comparisons).
Compare a region in UK
with a region in N. or S.
America with significant
differences and similarities.
Eg. Link to Fairtrade and
the Global village.
Human
&Physical
Geography
Identify seasonal and daily
weather patterns in the
United Kingdom.
Use basic geographical
vocabulary to refer to:
Describe and understand
key aspects of:
Physical geography
including rivers and coasts.
Describe and understand
key aspects of:
Physical geography,
including: climate zones,
biomes and vegetation
belts (link to work on
Rainforest)
Describe and understand
key aspects of :
Physical geography
including coasts, rivers and
the water cycle including
transpiration; climate
zones, biomes and
vegetation belts.
Describe and understand
key aspects of :
Physical geography
including Volcanoes and
earthquakes, looking at
plate tectonics and the ring
of fire.
Identify the location of hot
and cold areas of the world
in relation to the Equator
and the North and South
Poles
Use basic geographical
vocabulary to refer to:
including: beach, cliff,
coast, forest, hill, mountain,
sea, ocean, river, soil,
valley, vegetation, season
and weather
including: city, town,
village, factory, farm,
house, office, port, harbour
Brief introduction to
Volcanoes and
earthquakes as part of
Science:rock types.
Human geography (as part
of History) trade links in the
Pre-roman and Roman era.
T:\5 SUBJECTS\Curriculum 2014\school GEOGRAPHY curriculum planning outline website.docx
Types of settlements in
modern Britain: villages,
towns, cities.
Human geography
including trade between UK
and Europe and ROW
(Global village).
Distribution of natural
resources focussing on
energy (through History Victorians)
including:, forest, hill,
mountain, soil, valley,
vegetation,.
and shop
Types of settlements in
Early Britain (as part of
History). Why did early
people choose to settle
there?
human features,
including: city, town,
village, factory, farm,
house, office.
Geographical
Skills & Field
work
Use world maps, atlases
and globes to identify the
United Kingdom and its
countries.
Use simple fieldwork and
observational skills to study
the geography of their
school and its grounds and
the key human and
physical features of its
surrounding environment..
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.
Use simple compass
directions (North, South,
East and West) and
locational and directional
language [for example,
near and far; left and right],
to describe the location of
features and routes on a
map.
Types of settlements in
Viking, Saxon Britain,
through History.
Use maps, atlases, globes
and digital/computer
mapping (Google Earth) to
locate countries and
describe features studied.
Use maps, atlases, globes
and digital/computer
mapping (Google Earth) to
locate countries and
describe features studied
Learn the eight points of a
compass, 2 figure grid
reference (maths coordinates), some basic
symbols and key (including
the use of a simplified
Ordnance Survey maps) to
build their knowledge of the
United Kingdom and the
wider world
Learn the eight points of a
compass, four-figure grid
references.
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.
T:\5 SUBJECTS\Curriculum 2014\school GEOGRAPHY curriculum planning outline website.docx
Use fieldwork to observe,
measure 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.
Fair/unfair distribution of
resources
(Fairtrade).(Fairtrade also
discussed through
CAFFOD – whole school).
Use maps, atlases, globes
and digital/computer
mapping mapping (Google
Earth) to locate countries
and describe features
studied
Use maps, atlases, globes
and digital/computer
mapping mapping (Google
Earth) to locate countries
and describe features
studied
Use the eight points of a
compass, four-figure grid
references, symbols and
key (including the use of
Ordnance Survey maps) to
build their knowledge of the
United Kingdom in the past
and present.
Extend to 6 figure grid
references with teaching of
latitude and longitude in
depth (using OS maps).
Expand map skills to
include non-UK countries.
Use fieldwork to observe,
measure 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.
Use fieldwork to observe,
measure 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.