Download SCM Geography Overview

Rivers – Year 3
Skills
 Map skills – children to use contents and index of atlases to locate key
rivers, towns and physical features of United Kingdom, Europe and the
World
 Compare and contrast – study key rivers and regions and compare to our
local knowledge
 Vocabulary – use the correct terminology for all the features and
processes related to rivers
 Fieldwork – opportunities to study our local river and record data
 ICT – to carry out research about topical issues (floods) and record data
about UK and world rivers.
 Enquiry – set up hypotheses to test when studying rivers in the field
Unit Content
 Locational Knowledge – Locate the key rivers in United Kingdom and
Europe as well as other main world rivers. There is also an opportunity
here to mark key cities, countries, mountains, coasts and seas.
When studying key rivers of the world, the position and significance of
the equator, northern and southern hemispheres, the tropics, the Arctic
and Antarctic.
 Place Knowledge – A specific area of UK is studied to compare and
contrast with our local area, eg. Somerset Levels and the cause and effect
of flooding. Why is it more at risk of flooding than Hemel Hempstead?
 Physical Geography – Children will learn about the physical features of
rivers and watercourses and the processes behind their formation.
Children should understand technical vocabulary such as: delta, source,
valley, tributary, mouth and floodplain. The water cycle and climate
zones will also be studied.
 Human Geography – Examples of human effects on rivers should be
studied, including pollution, conservation, flooding, reservoirs, dams and
hydro-electric power.
Ecuador and the Americas – Year 4
Skills
 Map skills - children to use contents and index of atlases to locate key
rivers, cities and physical features of Ecuador, South America and North
America.
 Compare and Contrast – make comparisons between Ecuador, USA and
UK on social and economic levels.
 Vocabulary – use the correct terminology for features and processes
related to rainforests, volcanoes and earthquakes.
 ICT – use search engines for research about specific regions. Databases to
be built up regarding key countries.
 Enquiry – test hypotheses about clearing rainforest areas or building in
areas prone to earthquakes.
Unit Content
 Locational Knowledge – Locate the rainforest regions of the world. Also
note position of equator, tropics and oceans. Know the main cities of
Ecuador as well as the countries and capitals of South America. Know
key cities, states and countries of North America.
 Place Knowledge – Make comparisons of life in the main cities. Compare
Quito, New York and London. Use databases to research and collate
information about social and economic activity.
 Physical Geography – Children will learn about the different climate
zones and land relief across America and within Ecuador. The layers
within rainforests will also be studied and technical vocabulary such as
canopy, emergent layer, and understory should be learnt.
Areas of earthquake and volcanic activity are to be plotted and explored.
Terminology such as plates, seismic, epicentre, aftershocks, plugs, vents
and fissures to be learnt.
 Human Geography – This covers the impact on humans of deforestation.
The arguments in favour and against to be explored. Also the impact on
humans of living in an area prone to earthquakes.
Settlements – Year 4
Skills
 Map skills - Use contents and index of atlases to locate the main
settlements of UK. Be familiar with Ordnance Survey maps and know
how to use four and six figure grid references.
 Compare and contrast – Be able to compare with historical settlements
and be aware of how priorities have changed for location.
 Vocabulary – Be familiar with the terminology used with various types of
settlements and land use.
 ICT – Databases to be used for key settlements. Satellite tracking and
images used for the aerial viewpoint.
 Enquiry – Fieldwork provides opportunities to enquire about local land
use and jobs through questionnaires.
Unit Content
 Locational Knowledge – Know the main settlements of the UK and
Europe.
 Place Knowledge – Recognise the main features of different sized
settlements. Make comparisons between them. Compare hamlet, village,
town and city.
 Physical Geography – Study different climatic regions and land relief and
natural resources. See how it affects location of settlements and overall
population density.
Be familiar with the physical features found on ordnance survey maps
and recognise their symbols.
 Human Geography – Know how human activity affects the environment.
Consider issues surrounding green belt land. Enter into debates about
school fields being sold off for housing.
Be familiar with human features on ordnance survey maps and recognise
their symbols.
France – Year 5
Skills
 Map Skills – Use contents and indexes of atlases to locate key countries
and cities in Europe. Develop Ordnance Survey Skills when looking at a
specific location in France.
 Compare and contrast – Compare human and physical aspects of specific
regions within France. Compare with England, especially relating to
London and our local area.
 Terminology – Use the correct terminology in relation to climate,
physical features tourism
 ICT – Research about physical and human features of cities and regions
of France. Compile data bases to compare with cities of England
 Enquiry – Develop an enquiring approach. Children to be encouraged to
ask questions to aid their research.
Unit Content
 Locational Knowledge – Know the member countries of the European
Union and their location in Europe. Know the key cities, rivers,
mountains and seas in and around France.
 Place Knowledge – Study a specific city (Paris) and make comparisons
with London. Look at major landmarks and history of the city. Discuss
the importance of tourism.
 Physical Geography – Compare the climatic zones with the UK. Know all
the key physical features (rivers, mountains, seas).
 Human Geography – Study the transport links, exports and imports,
energy and food.
Also research current issues, such as immigration and the problems
concerned with Sangatte, near Calais.
Local Area Study – Year 6
Skills
 Map Skills – Children should know how to use grid references to locate
specific points on Ordnance Survey maps. They should recognise
symbols and be able to make effective use of the key and the scale.
 Compare and Contrast – An understanding of how the local area has
changed through time should be shown. Specific locations will be studied
to see how they have developed over the years.
 Geographical vocabulary – Children should use vocabulary specific to the
land uses and processes of change being studied.
 Enquiry – The enquiry approach should be used to investigate changes in
land use and settlement size. Children can generate hypotheses and can
search for evidence to prove theories. Questionnaires should be used with
local residents and relatives.
 Fieldwork – Mapping of local area to identify land use
 ICT – Children can use the internet for maps and research. Information to
be collated in a database. Word processing to be used for presentation of
some tasks
Unit Content
 Locational Knowledge – An awareness of where Hemel Hempstead is
located in comparison to other local settlements is vital. Also, in the
wider context of the whole country, children must know where we live.
 Place knowledge – The specific land use within Hemel Hempstead will
be mapped out. This can be compared with other settlements.
 Physical Geography – The topic will focus on the physical characteristics
of the study area, such as weather, rock type, and altitude.
 Human Geography – This will study how human influence has led to
great changes in the study area over time. Current environmental issues
will be debated regarding the loss or protection of green belt land and the
siting of new retail parks, industry and housing estates.
Coastal Studies – Year 6
Skills
 Map Skills – Children will use contents and index of atlases to familiarise
themselves with the key coastal settlements and features of the UK.
Ordnance Survey maps will help to analyse specific coastal features.
 Compare and Contrast – Compare Isle of Wight features with that of our
local area. Compare features within the Isle of Wight.
 Geographical Vocabulary – Children should be familiar with the
terminology specific to coasts, such as: erosion, long shore drift, stack,
arch, headland etc.
 Fieldwork – On residential trip to Isle of Wight, visit the Needles and
study coastal erosion sites.
 ICT – Children to use for research purposes in planning trip to Isle of
Wight. Travel route sites and tourist attractions to be studied.
 Enquiry – Ask geographical questions about human influence on coastal
erosion. Gather information and opinions to inform own views.
Unit Content
 Locational Knowledge – Know the main coastal towns, cities and regions
of the UK and key ports around the world. Know the location of the Isle
of Wight and its main settlements.
 Place Knowledge – Know the layout of the Isle of Wight and compare
with local area and other coastal regions. Research details about specific
locations on the island.
 Physical Geography – Children will study the physical processes behind
coastal erosion and the formation of coastal features, such as headlands,
bays, arches, stacks, spits and bars.
 Human Geography – This will focus on the causes and effects of human
activity in relation to coastal erosion. How can we prevent erosion? The
effects of tourism on the environment will also be analysed.