Download Bounds Green School -Geography Unit Overview

Bounds Green School -Geography Unit Overview
Geographical enquiry and skill (1-2)
Knowledge and understanding of places.
(3)
Knowledge and understanding of patterns and processes (4)
Knowledge and understanding of enviromental change and sustainable development. (5)
Autumn A
Spring A
Spring B
Summer A
Place: Global Dimension:
Autumn B
*CC Link to Literacy:
Place: Global Dimension:
Enviroments:
*Intoduce world map.
Fantasy: creating maps of
* Use secondary sources of
*Exploring cotrasting
*Introduce UK and four
fantasy stories, introducing
information to identify seven
enviroments:
countries.
geographical vocabulary:
continents/ and oceans.
Features of a rainforest and
*Introduce 7 continents.
reinforce key geographical
*Children to investigate
desert enviroment.
*Identify and describe
human/ physical features
clothes form around the
*Comparing plants from our
where their heritage
world: identify weather
own enviroment to our local
countires are.
patterns across the world and enviroment.
*What their heriatge
location of hot and cold areas how places are linked to other
countries are like,
in the world.
Objectives for Year 1
Summer B
*Recognise
places in the world.
*Create a class atlas focusing Fieldwork:School playground
on the seven continents.
Y 2
Autumn 1
Autumn 2
Spring 2
Spring 1
and garden.
Summer 1
Objectives for Year 2
Place: London
Enviroments and
Fieldwork study:
*Using world map/atlases
Sustainability:
Enviromental sustainability
To be able to name, locate and identify the four countries and capital cities of the
and globes to identify
*Identify seasonal and daily
of Local area.
United Kingdom.
where Europe, UK, and
weather pattern in the UK and
To know the surrounding seas.
London are.
compare it to that of the
To be able to identify human and physical characteristics of England, Scotland, Wales
*Name, locate and
rainforest.
and Northern Ireland.
identify charaterictiscs
rainforest, using knoweldge
To be able to compare and contrast human and physical features London to another
of the countires, major
aquired in year 1 focus on how
area in a non-European country.
cities and surrounding
the rainforest is being
Patterns
seas of the UK.
damaged.
To be able to identify seasonal and daily weather patterns in the UK.
*Study the human and
introducing concept of reduce,
To know that the climate in the UK contrasts with other counrties in the world.
physical geography of
reuse, recylce.
Skills
*Focus on
*Recycling:
Global Knowledge:
London and compare it to
Mapping:
a contrasting non-
To be able to use world maps, atlas' and globes to identify:
European City..
>The UK, its four countries, and their capital cities.
>The surrounding seas of the UK.
>Non-European area of study
To be able to use sattelite images (CC LINK: ICT) to ideentify daily weather
patterns in the UK.
To be able to use areial photos and OS maps of local area to identify human and
physical features.
To be able to create a map of local area using compass directions and constuct basic
symbols on a map.
Geographical Enquiry:
To be able to describe local area and toidentify and discuss what we could do to make
Autumn 1
Y3
Spring 1
Autumn 2
Spring 2
Summer 1
Summer 2
Objectives for Year 3
Place: Local Area
*Using World Map: identify
Global Knowledge:
*Exploring maps of UK:
the position of latitude,
To be able to name and locate coutnries and major cities of the United Kingdom
locate countries and
longitude, Equator, Northern
To know major European countries.
major cities, rivers.
and Southern Hemisphere,
To be able to describe the human and physical charateruistics of the UK countires.
*Express views on local
Artic and Antartic Circles
To consolidate knowledge of London: children to know the human and physical
area.
Climate zones: Investigate
geography of London.
*Use world map to locate
and explore climate in the
To be able to know and compare the human and physical features of a region or area in
seven continents and to
Arctic Circle. Identify,
Europoean country.
name major countires of
describe and compare
Patterns:
Europe.
weather patterns in local
*To idenmtify the contrating climate zones.
*Compare local area to an
area and the Arctic: map and
To describe and understand the climate zone of Antartica.
area/ region of Europe .
analyse weather across a
To compare and contrast weather patterns from the UK to Antartica.
Focus on their
period of time.
Skills
envirometnal regions and
CC Link: ICT: Use internet
Mapping:
human charateristics.
to locate Artic and to map
To be able to use maps, sattelite images and OS maps to:
Fieldwork study: Local
Artic weather conditions.
> identify human and physical characteristics of local areas.
area using maps-to
Focus on human effect on
>To be able to use world maps to identify Europe.
understand land use of
the Artic: changes and what
>To use digital mapping to identify countries of Europe and to focus on one country
local area. Using maps to
we can do?
and region.
find features of human
To use world maps to identify:
enviroment. Children to
>position of latitude and longitude, Equator, Northern Hemisphere, Southern
compare local area to that
Hemispher, Artic and Antartic circles.
of focus region in Europe.
To map weather patterns of Antartica and the UK and to compare and contrast them.
Geographical Enquiry:
To know and understand the land use of their local area.
Autumn 1
Y4
Settlements:
Global
Autumn 2
Spring 1
Spring 2
Summer 1
Objectives for Year 4
Economic Impact on Local
Settlements:
Scale.
Area
*Comparisons between town
To be able to know locate world's countries , oceans and majopr cities.
World Maps: Locate
Fieldwork focus: Alexandra
and country.
Patterns:
world's countries, oceans
Palace-economic effect on
*Draw plans and maps of focus
To identify settlement patterns ion a global scale.
and major cities. (With
the enviroment, and how
areas Use eight points of
To recognise settlement processes and how this is effected by the distributiopn of
focus
these aspects have changed
compass, four-figure grid
natural resources.
and South America.)
over time.
reperence, sybols and key.
To identify contrasting land use between urban and rural areas.
Recognise human patterns
Haringey seeek to manage
*Children to be able to
Skills:
and processes, linking to
enviroment sustainably.
identify human and physical
Mapping:
the distribution of
features, key topographical
Use world maps to locate world countires, oceans and major cities.
settlement on a global
features and land use
Map distribution of natural resources: energy, food, and minerals.
scale and the distribution
patterns.
Using digital maps, to identify global settlement patterns and recognise how these
of natural resources, and
*Children to express, record
have changed over the last 100 years.
the effeect this has on
and communicate own views.
Compare and contrast settlement patterns to natural resources.
on Europe, North
settlement patterns.
Recognise why
UK
Summer 2
Global Knowledge:
Draw maps of local area: using eight point compass.
Geographical Enquiry:
How settlements are affected by distribution of resources and land use.
Y5
Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
To be able to identify major
Sustainability: recognise
Global Knowledge:
To be able to use
world rivers.
effects of global warming on
To understand that the production of chocolate is on a global scale.
digital/computer world
To understand river process
enviroments. Chn to identify
To be able to locate and identify South America on a world map.
map to identify countries
and patterns.
human causes, and what we can
To be able to describe geography of and name the coutnires of South America.
which make chocolate.
To be able to create a riuer
do to manage enviroment.
To understand the land use of major South American cities.
To be able to explain the
system and explain it,
To be able to name, identify and locate major world rivers.
land use and climate zones
referring to the water cycle.
Patterns:
of these regions.
Fieldwork Focus: New River in
To be able to explain the climate zones of chocotlate growing regions- to be able to
To be able to map the
Bowes Park. Chn to locate
explain climate by referring to a global map using the equator.
distribution of where
river on map, draw a diagram
To be able to identify the physical features of a river.
chocolate ois grown on a
and label the river.
To understand river processes and patterns.
global scale.
Skills:
To bea ble to identify the
Mapping:
global trade links.
To be able to use digital/coputer world map to identify focus countries.
Focus on a chocolate
To mapon a world map the distribution of where chocolate is grown.
growing region in South
Y6
Autumn 1
Objectives for Year 5
Global Trade Links:
America.
Autumn 2
To be able to draw on a world map the trade links between different countries.
Spring 1
Spring 2
Summer 1
Summer 2
To create a for
sketch
diagram
of a river and to label it accordingly.
Objectives
Year
6
Enviroments: Natural
Global Knowledge:
Disasters: Earthquakes
To know and identify the global distribution of earthquakes and volcanoes.
and Volcanoes.
Patterns:
Chn to recognise physical
To be able to explain the physical processes of an earthquake and volcano.
porocess of natural
To identify what humans do to sustainably manage eartquakes or volcanoes.
disatsters and to identify
Skills:
how humans seek to
Mapping:
manage the envriroment.
To use digital mapping to identify the global distribution of natural disaster zones.
To use the internet to identify and track the occurance of natural disasters.