Download Geography - Abbotswood Junior School

Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
Geography
Purpose
A high-quality geography education should 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, together with a deep
understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen
their 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 pupils:
 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.
Attainment Target
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of
study.
Enrichment opportunities
Year 3:
Trip to Totton
Year 5:
Lepe beach trip linked to ‘coastlines’ topic
Year 4:
Trips to Stubbington, New Forest and Southampton
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
Objective Coverage across Key Stage
Year Group
3
4
Objective
Locational knowledge
 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;
Place knowledge
 understand geographical similarities and differences through the
study of human and physical geography of a region of the United
Kingdom
Human and physical geography
 describe and understand key aspects of:
types of settlement and land use, economic activity
Locational knowledge
 locate the world’s countries, using maps to focus on South America,
concentrating on their environmental regions, key physical and
human characteristics, countries, and major cities
 name and locate 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 and a region within North or South America
Human and physical geography
 describe and understand key aspects of:
physical geography, including: climate zones
human geography, including: types of settlement and land use, economic
activity
Mode of delivery
Promotion of Literacy and Maths
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
5
6
Locational knowledge
 locate the world’s countries, using maps to focus on North America
(including the location of Russia) concentrating on their
environmental regions, key physical and human characteristics,
countries, and major cities
 Identify the significance of the Prime/Greenwich Meridian and time
zones (including day and night)
Geographical skills and fieldwork
Human and physical geography
 describe and understand key aspects of:
o physical geography, including: rivers, and the water cycle
o human geography, including: types of settlement and land
use, economic activity including trade links,
Locational knowledge
 locate the world’s countries, using maps to focus on Europe
(including the location of Russia) concentrating on their
environmental regions, key physical and human characteristics,
countries, and major cities
 identify the position and significance of latitude, longitude, Equator,
Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer
and Capricorn, Arctic and Antarctic Circle,
Place knowledge
 understand geographical similarities and differences through the
study of human and physical geography in a European country.
Human and physical geography
 describe and understand key aspects of:
o physical geography, including: climate zones, biomes and
vegetation belts, mountains, volcanoes and earthquakes,
o 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
Please note: For ‘Geographical skills and fieldwork’ objectives to be covered see Skills progression document.



Persuasive writing linked to Lepe
beach visit
Data handling – questionnaire
and graph skills linked to Lepe
beach
Egyptian myth story writing
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’
Skill Progression across Key Stage
Skill area
Year
group
3
Geographical
enquiry
Own locality
Raise questions about their
own locality.
Investigating sources
Knowledge &
understanding of places
and patterns
Environmental
change and
sustainable
development
Map work
Communicating
findings
(Present)
Fieldwork
(Observe,
measure, record)
Secondary sources pictures / photos/
stories / simple observations.
Collect primary evidence from the local
area e.g. shops, roads.
Pupils describe simple physical and human
features of places, and recognise and make
observations about those features that
give places their character. They show an
awareness of places beyond their own
locality.
Primary and secondary sources –
observations are backed up with evidence
and explanation. Pupils describe and
compare the physical and human features
of different localities and offer
explanations for the locations of some of
those features.
Pupils express views on the
environment of a locality and
recognise how people affect
the environment.
Birds eye view using symbols.
Identify where they live on a
map – local/national /
international.
UK map – locating countries
World map – finding India
Describe what a place is like.
Explain findings to a classmate.
Communicate in different
ways – pictures, writing,
charts.
Tallies
Traffic surveys
Photos of features
Use simple field sketches and
diagrams.
Pupils offer reasons for some
of their observations and for
their views and judgements
about places and
environments. They recognise
how people seek to improve
and sustain environments.
OS Maps & Grid references
(4-fig.)
Able to use co-ordinates and
grid references on a local
map.
Able to confidently use the
four main compass points to
identify the location of key
features.
Using atlases, globes, OS maps
and internet maps (Google
maps) at a range of scales.
Identify different types of
beaches using symbols and
keys on Ordnance Survey
maps. Identify coastal features
using maps, atlases and
photographs
To find distances between
places on a map using scales.
Using atlases, globes, OS maps
and internet maps (Google
maps) at a range of scales.
Use symbols on an Ordnance
Survey map
Identify the eight points of the
compass and use a compass to
orientate themselves/follow a
route
Identify time differences
around the world
Use six-figure grid references
Communicate findings in a
range of ways – pictures,
writing, charts, diagrams.
Present findings to a familiar
audience.
Dictaphones
Photos to show impact
surveys
Use and create more detailed
field sketches and diagrams.
Communicate in ways
appropriate to task and
audience, creating a sense of
place e.g. use questionnaires,
charts, graphs to show results,
persuasive writing to local
council, write views to local
paper, show information on
map overlays.
Land use photos/maps
Questionnaires and surveys
and graphs.
Field sketches should show
understanding of pattern/
movement/ change.
Communicate in ways
appropriate to task and
audience. Explain findings to
those further a field and to an
‘expert’ audience.
E.g. use email to exchange
information about locality
with another school.
Use of ICT to gain evidence.
Select a range of equipment
for collecting data.
4
Comparative study
Raise and consider
comparative questions.
5
Effect and Impact
Raise and consider questions
which take into account the
affect and impact of human and
physical characteristics on a
place.
Analyse and evaluate
geographical data and
information.
Range of primary and secondary sources.
Comparing and contrasting between
various sources.
Using more specific subject vocabulary.
Pupils recognise and describe physical and
human processes. They begin to
understand how these can change the
features of places, and how these changes
affect the lives and activities of people
living there.
Pupils understand how people
can both improve and damage
the environment. They explain
their own views and the views
that other people hold about
an environmental change.
6
Higher order questions
Re-evaluate questions and
opinions as knowledge is
gained.
Draw on their own experience
and secondary sources to
identify geographical questions.
Range of primary and secondary sources.
Applying knowledge to new areas. Able to
analyse and evaluate more independently.
Using more specific subject vocabulary.
Pupils recognise and describe physical and
human processes, and patterns. They begin
to understand how these can change the
features of places, and how these changes
affect the lives and activities of people
living there.
Pupils suggest explanations for
the ways in which physical
activities cause changes to the
environment and the different
views people hold about
them. They recognise how
people try to manage
environments sustainably.
Abbotswood Junior School – National Curriculum 2014
‘It Really Does Matter’