Download geography - South Stanley Junior School

GEOGRAPHY
At South Stanley Junior School we believe all pupils need a sense of identity and belonging within the local community as well as the wider world. Geography should encourage pupils to look more closely at their world from large scale understanding of the interconnectedness of the world to smaller scale, more in depth studies. Through their studies in geography, pupils should develop curiosity, respect and responsibility for the world. In every Geography topic, Pupils should:  Locate the area studied on a range of maps and atlases  Identify its position in the world with regard to latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle  explore the characteristics of the most significant human and physical features of the area studied including major cities, identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), land‐use patterns and consider how some of these aspects have changed over time  develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge  consider geographical similarities and differences in the human and physical geography between areas studied  describe and understand key aspects of physical geography including climate zones, biomes and vegetation belts,  use the eight points of a compass, four and six‐figure grid references, symbols and keys (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world Pupils should also use every opportunity to:  use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. In Y5/6:  Pupils will consider the significance of the Prime/Greenwich Meridian and time zones (including day and night) in relation to the area studied. AUTUMN SPRING Y3/4 CYCLE 1 FOOD A unit to stimulate curiosity about where our food comes from and where it goes to! Pupils will visit local supermarkets to research where in the world our food comes from and the journey it took to get there. Map work: 
Follow food routes, locate places on a range of maps (including digital) 
Use 4 fig reference 
Use 4 and 8 fig compass. 
Locate UK and label countries and cities. 
Find foods from different areas of the UK e.g. Cheese, meat, fruit etc. 
Locate some European countries and capital cities. Find out about popular foods from certain countries. E.g. cheese France. Find out how we get things like grapes and map this out. 
Create route maps. Use scale and symbols 
Map food from one place in the UK to another. E.g. fish from a seaside town to the supermarket. 
How is food transported and exported and to where? 
Consider climate in places where food is grown. How is this similar/how does it differ from UK? Fieldwork 
Visit supermarkets and find out where food is from. (Fieldwork) ask questions and record findings. 
Draw annotated diagrams and add titles and labels. ANCIENT EGYPT History Based SUMMER THE RAINFOREST A unit to develop understanding of the human and physical geography of South America. Pupils will develop their knowledge and understanding of the key features and location of South America including land use patterns. An in depth study of Brazil and in particular of Rainforests will consider the impact of deforestation on animals which live there, South America and the wider world. Map work: 
Locate UK. Locate Europe. Name major countries. 
Now look beyond – South America. Where in the world are the rainforests? Human and Physical Geography 
Climate and mountains. 
Land use. Distribution of natural resources from the rainforest. 
Human impact on rainforest. Why are they being cut down? What is the benefit to people living there? 
Compare and contract life in UK with life in rainforest. 
Compare and contrast climate UK and Brazil. 
Use graphs to display data on climate. Locate the River Amazon and find out how it is 
used. (Transport etc.) AUTUMN SUMMER ROMANS & ANGLO‐SAXONS
RIVERS
LOCAL HISTORY
This historical study will be coupled with an in depth study of the physical and human geography of the UK including geographical regions, types of settlement and land use and how these have changed since Roman Britain. Pupils will chart the journey of a river from source to sea, identifying and mapping the main rivers in the UK. They will learn about the water cycle, drawing links between solids, liquids and gases and the role of evaporation and condensation. They will also study the distribution of water as a natural resource Map work 
Locate the main rivers in the NE 
Locate main rivers in the UK 
Map a river from source to the sea 
Use standard symbols on maps Fieldwork 
Visit a river (Tyne or Wear) and sketch from a viewpoint. 
Make maps and diagrams. 
Ask geographical questions and use terminology associated with a river e.g. meander 
Take photos and then find the photo on a map 
How has the river changed over time? (erosion)  Use of the river e.g. industry, leisure. Has this changed over time? During this unit, pupils will explore development of the north‐east area from pre‐industrial revolution to date. They will chart the history of mining and Consett Steel Works from boom to bust and consider the impact thereof on the local area and the lives of people in the local community. Map work: 
Locate North East. Locate nearby cities and main towns. 
Locate Stanley 
Recap countries of UK and boundaries using different scales. 
Find boundaries on different scales. 
Use 4 fig and 8 fig compass points to locate particular places. 
Identify features on aerial photos. 
Recognise OS symbols and use them in own map making.  Use keys.  Compare maps over time to see how Stanley has developed.  Create a map of Stanley Front Street.  Look at aerial photographs and compare to maps. Fieldwork: 
Visit the local area. 
Ask geographical questions about land use. 
Collect data and record findings. 
Draw observational sketches and label. 
Consider how photos provide evidence. 
Locate position of photos on a map. Map work:  Cities named after Roman settlements.  Why did the Romans settle in certain places?  Geographical regions of the UK  Roman Walls. (Hadrian’s )  Boundaries and borders  Countries of UK and major cities. Y3/4 CYCLE 2 SPRING AUTUMN SPRING SUMMER SPACE & THE ANCIENT GREEKS EUROPE A MAGNIFICENT MILLENIUM Y5/6 CYCLE 1 Science and History In this study of Europe, pupils will use a variety of maps to identify environmental regions, countries, cities and key physical and human characteristics. They will also focus in depth on Greece studying the human and physical geography and comparing with UK and Brazil (as studied in Y3/4). Map work: 
Locate countries of Europe. 
Locate countries of North and South America. 
Know the capital cities. 
Use 8 fig compass points and 6 fig reference to find places in Greece and UK. 
Find and recognise places on maps with different scales. 
Use lines of longitude and latitude. 
Draw maps of Greece and use OS keys. 
Locate major mountains and rivers in Greece. 
Explore the geographical features of the Greek Islands. 
Study the impact of tourism on Greece 
Compare aerial maps and locate places from aerial photos. 
Use atlases for other purpose – e.g. climate Science and History Y5/6 CYCLE 2 VIKINGS – EDWARD THE CONFESSOR
MOUNTAINS, EARTHQUAKES & VOLCANOS Which is the highest mountain in the UK? Which is the highest mountain in the world? Where and why do volcanos and earthquakes occur? This and many more questions will be answered in this study of mountains and volcanos around the world. Map work: 
Use aerial photos and maps to locate the major mountain areas of the UK, Europe and beyond. 
Use atlases to find out about mountains. 
Draw maps using keys. 
Gather information about mountains (heights etc. and display in graphs and on data bases. 
Visit a Mountain and collect pictures and sketches. 
Use an OS map. Follow a map to get somewhere (short walk near a mountain?) 
Invite someone in from mountain rescue – ask questions about Mountains – weather etc. Collect information to be used in class. 
What are earthquakes, where do they occur and why? Look at data associated with earthquakes. How can this be used to warn people? 
Where in the world of volcanos? Why do they occur? 
Use photographic evidence. LIVING THINGS & HABITATS Science based. THE MAYANS
ANIMALS – THE HUMAN BODY Where in the world was the Mayan civilisation?