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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.