Download Yr 5 Geography

Programme of Study 2014
Geography Progression: PoS & End of Year Expectations (Year 5)
• locate the world’s countries, using maps to focus on
Europe (including the location of Russia) and North
and South America, concentrating on their
environmental regions, key physical and human
characteristics, countries, and major cities
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; and understand how some of these aspects
have changed over time
I can name and locate all of the continents and many
of the major countries on the planet.
I
Can…
The QCA document on the Indus
Valley should be used to support
planning for Summer Term 1:
http://www.schoolslinks.co.uk/his16.pdf
describe and understand key aspects
of:
o physical geography, including:
climate zones, biomes and vegetation
belts, rivers, mountains, volcanoes and
earthquakes, and the water cycle
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
use maps, atlases, globes and digital/computer mapping to
locate countries and describe features studied
use the eight points of a compass, four and six-figure grid
references, symbols and key (including the use of Ordnance
Survey maps) to build their knowledge of the United
Kingdom and the wider world
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.
identify the position and significance of latitude,
longitude, Equator, Northern Hemisphere, Southern
Hemisphere, the Tropics of Cancer and Capricorn,
Arctic and Antarctic Circle, the Prime/Greenwich
Meridian and time zones (including day and night)
Locational Knowledge
Year
5
understand geographical similarities
and differences through the study of
human and physical geography of a
region of the United Kingdom, a region
in a European country, and a region
within North or South America
I can name and locate the position and significance
of latitude, longitude, Equator, Northern Hemisphere,
Southern Hemisphere, the Tropics of Cancer and
Capricorn, Arctic and Antarctic Circle.
I can name the basic features of each planet in our
solar system.
I can use maps and aerial photographs and google
earth to help me identify locations and specific
features in Europe in relation to WW1.
I can locate and name the features on the planet
including of all of the oceans, the world’s most
significant rivers (including those with religious
significance).
I can name the planet’s most significant mountain
ranges and describe how they impact global weather.
I can locate the Indus Valley and can name it’s
features.
Place Knowledge
I can identify differences between my
country and a contrasting Asian
country.
I can describe and show the location of
places and environments that are
significant in that country.
I can describe why places are the way
they are, for example due to weather
or local resources.
I can describe and understand the
importance of trade routes (and
internet businesses) and how our
country relies on Asia and vice-versa.
I can describe the key features of an
Asian country and say how they might
change over time.
Human and Physical
Geography
I can describe how the climate zones,
vegetation and water-cycle (incl.
weather) affect the UK and a country
and modern city in Asia.
I can identify the importance of
volcanoes and earthquakes in
transforming our planet. I can also say
how these features support life and
change it.
I can describe one historic climate
change related to volcanic activity.
I can say how trade and industry
related to the River Wear and Tyne
were important in Roman times and
how they have changed over time.
I can describe the growth and features
of settlements related to the Indus
Valley
Geography Skills and Fieldwork
I can complete tasks using the majority of skills identified in
the Yr 5/6 of the Digi-map progression document
http://digimapforschools.edina.ac.uk/Resources/Primary/progression_in_mapping.pdf
I can record the weather (on going) using the school
weather station (digital technology) and say why it is
important to measure it in relation to developing an
allotment.
I can identify the best location for a farm using knowledge of
position, weather, micro-climate and from drawing
conclusions from earlier work.
Geography Progression: PoS & End of Year Expectations (Year 5)