Geography
Our Geography Curriculum – A journey across land and sea
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At St John’s we follow a ‘knowledge-engaged’ curriculum; that means that we teach knowledge and skills together. Our Geography curriculum covers the full entitlement of the National Curriculum and is enriched with field trips and activities enabling children to experience the joy of practical geography. We aim for a 50 : 50 split of skills : knowledge in Geography and assess children accordingly with tasks that check the knowledge they have learnt, skills they are able to apply and geographical processes they understand and can explain. Our Geography curriculum is relevant to our children; it is rooted in our curriculum cornerstones. Our City Living cornerstone is addressed through our thorough study of local areas (town and city) alongside our ‘pledges’ to take all children to the woodland, coast and countryside in their time at St John’s. We teach Geography thematically in text-led units that enable children to apply language across subjects and make meaningful links to build cultural capital, addressing our Communication, Language & Literacy cornerstone.
We are in the process of mapping out our Geography curriculum, using the KLIPS documents to ensure progression of skills across key stages. Geography will not always be studied each half term. Once this document is complete, it will clearly show which national curriculum objectives are covered in each thematic topic and how the learning links with other subjects. We will share the completed intention/mapping document again here.
National Curriculum Purpose of study
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 targets
By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant program of study.
Subject content Key stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to:
Locational knowledge
- name and locate the world’s seven continents and five oceans
- name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
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
Human and physical geography
- identify seasonal and daily weather patterns in the United Kingdom and 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:
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
- key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
Geographical skills and fieldwork
- use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
- 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
- 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 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.
YEAR 1: Geography
AUTUMN 1
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NC: Locational Knowledge
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NC: Place Knowledge
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NC: Human & Physical Geography |
NC: Geographical Skills & Fieldwork |
Lost & Found
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Name and locate: - 7 continents
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Study human and physical geography of small area of UK.
Study human and physical geography of a small area of a contrasting non-European country.
Understand similarities and differences between places. |
Identify seasonal and daily weather patterns in UK.
Locate hot and cold areas in world in relation to Equator and Poles.
Physical features: - Beach, cliff, coast, sea, ocean. - Forest, hill, mountain, soil, river, valley, vegetation. - Season, weather.
Human features: city, town, village, factory, farm, house, office, port, harbour, shop.
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Use maps, atlases and globes.
Use simple compass directions and locational and directional language.
Use photos and aerial perspectives to recognise landmarks, human features and physical features.
Devise a simple map with basic symbols and a key.
Use fieldwork and observational skills to study the school and its grounds.
Use fieldwork and observational skills to study human and physical features of the environment surrounding school. |
The children will learn that the Earth is split into land and sea and use a range of different types of maps/globes to identify the two. They will learn the names of the seven continents and their locations, with a particular focus on Antarctica.
They will learn to locate the polar regions on a map and compare the similarities and differences between the Arctic and Antarctica. Children will compare their lives to a child who lives in the Arctic.
The children will explore the first signs of Autumn, by exploring the school grounds. We will take videos of what the school environment looks like in Autumn and replay these as we explore the seasons throughout the year to compare. |
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KNOWLEDGE
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SKILLS
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VOCABULARY snow journey cold hot globe travel land sea polar map ocean |
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AUTUMN 2
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NC: Locational Knowledge
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NC: Place Knowledge
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NC: Human & Physical Geography |
NC: Geographical Skills & Fieldwork |
The Great Fire of London
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Name, locate and identify features of: - 4 countries and capital cities of UK |
Study human and physical geography of small area of UK.
Understand similarities and differences between places. |
N/A
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Use maps, atlases and globes.
Use photos and aerial perspectives to recognise landmarks, human features and physical features. |
The children will learn about the four countries in the UK, with a particular focus on England and the capital city of London. They will learn the names of key landmarks in London, thinking about their features and size. These buildings will be identified on aerial maps. |
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KNOWLEDGE
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SKILLS
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VOCABULARY building narrow wide seasons – Autumn London Bungalow capital city landmark |
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SPRING 1
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Locational Knowledge
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Place Knowledge
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Human & Physical Geography |
Geographical Skills & Fieldwork |
Toys in Space
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N/A |
N/A |
Identify seasonal and daily weather patterns in UK
Physical features: - beach, cliff, coast, sea, ocean - forest, hill, mountain, soil, river, valley, vegetation - season, weather
Human features: city, town, village, factory, farm, house, office, port, harbour, shop
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Use simple compass directions and locational and directional language.
Use photos and aerial perspectives to recognise landmarks, human features and physical features.
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Let’s imagine we are going on a space adventure! As our spaceship rises above the school grounds what would we be able to see? Look at maps of the local environment and use large scale maps and aerial photos of the local environment. The children will learn the difference between human and physical features. Identify the physical and human features in the local environment.
We will explore Winter and imagine some major landmarks in the area are covered in snow. We will record videos of the school in winter and compare to the videos we took in Autumn.
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KNOWLEDGE
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SKILLS
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VOCABULARY transport Seasons- Winter near far junction aerial view above |
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SPRING 2
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Locational Knowledge
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Place Knowledge
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Human & Physical Geography |
Geographical Skills & Fieldwork |
Meerkat Mail
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Name and locate: - 7 continents |
Understand similarities and differences between places. |
Identify seasonal and daily weather patterns in UK.
Locate hot and cold areas in world in relation to Equator and Poles.
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Use maps, atlases and globes.
Use simple compass directions and locational and directional language.
Use fieldwork and observational skills to study the school and its grounds. |
We will follow our Meerkat friend Sunny on his travels to visit his relatives. We will recap learning about the seven continents from Autumn 1, with a particular focus on Africa. We will compare Africa to Antarctica. We will also discuss the weather as Sunny experiences the different weather conditions in the different locations.
We will look at the map that Sunny uses to plan his journey to his relative’s homes. Sunny will invite us to follow him on a journey to visit some of his animal friends! We will follow a map of the school and visit Sunny’s friends on the way, creating labels and symbols for a range of places both in and outside the classroom. |
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KNOWLEDGE
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SKILLS
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VOCABULARY Seasons - Spring fog rain wet dry label symbol marsh |
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SUMMER 1
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NC: Locational Knowledge
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NC: Place Knowledge
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NC: Human & Physical Geography |
NC: Geographical Skills & Fieldwork |
The Tiny Seed
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Name and locate: - 7 continents - 5 oceans
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Understand similarities and differences between places. |
Physical features: - beach, cliff, coast, sea, ocean - forest, hill, mountain, soil, river, valley, vegetation - season, weather Human features: city, town, village, factory, farm, house, office, port, harbour, shop.
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Use photos and aerial perspectives to recognise landmarks, human features and physical features.
Use fieldwork and observational skills to study human and physical features of the environment surrounding school. |
The children will follow the journey of a tiny seed as it travels across a range of terrains. The children will discuss what they can see as they follow the seed and think about the human and physical features the seed might pass and think about the differences between these human and physical features in different areas. Children will use geographical vocabulary to describe what geographical features the seed might travel over if it travelled through Manchester. |
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KNOWLEDGE
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SKILLS
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VOCABULARY village town farm travel wind long short
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SUMMER 2
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NC: Locational Knowledge
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NC: Place Knowledge
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NC: Human & Physical Geography |
NC: Geographical Skills & Fieldwork |
Just the one Bear
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N/A |
Understand similarities and differences between places. |
Identify seasonal and daily weather patterns in UK.
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Use maps, atlases and globes.
Use simple compass directions and locational and directional language.
Devise a simple map with basic symbols and a key.
Use fieldwork and observational skills to study human and physical features of the environment surrounding school. |
The children will explore maps further. They will draw a map to help bear find his way home from the city. Children will explore the differences between the woods and the city. The children will explore the signs of Summer in the UK. We will watch videos of the school environment over the course of year and compare similarities and differences. The children will receive letters from fairy tale characters who are wondering how they can keep safe in the sun. Children can write back with advice on how the characters can keep safe in the sun. |
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KNOWLEDGE
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SKILLS
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VOCABULARY Seasons - Summer left right |
YEAR 2: Geography
AUTUMN 1
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NC: Locational Knowledge
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NC: Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork
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Troll Swap
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N/A |
N/A |
Identify seasonal and daily weather patterns in UK.
Physical features: - beach, cliff, coast, sea, ocean - forest, hill, mountain, soil, river, valley, vegetation - season, weather
Human features: city, town, village, factory, farm, house, office, port, harbour, shop
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Use maps, atlases and globes.
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Children will compare the habitats of the troll compared to that of the girl, thinking about what it would be like to live in these places. The children will recap the physical/human features and begin to notice patterns as to which locations which specific human and physical features appear. |
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KNOWLEDGE
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SKILLS
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VOCABULARY semi-detached terraced ocean coast mountain valley river hill |
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AUTUMN 2
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NC: Locational Knowledge
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NC: Place Knowledge
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NC:Human & Physical Geography |
NC:Geographical Skills & Fieldwork |
The Owl Who Was Afraid
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Name, locate and identify features of: -4 countries and capital cities of UK -Seas surrounding UK |
Understand similarities and differences between places. |
N/A |
Use simple compass directions and locational and directional language.
Use fieldwork and observational skills to study the school and its grounds.
Use fieldwork and observational skills to study human and physical features of the environment surrounding school. |
The children will think about maps and look at maps of the UK. The children will think about their journey to school. The children will recap directional language and produce their own maps to get to a location within the school |
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KNOWLEDGE
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SKILLS
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VOCABULARY England N .Ireland Scotland Wales Eire |
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SPRING 1
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Locational Knowledge
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Place Knowledge
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Human & Physical Geography |
Geographical Skills & Fieldwork |
Dragon Machine
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N/A |
N/A |
Physical features: - beach, cliff, coast, sea, ocean - forest, hill, mountain, soil, river, valley, vegetation - season, weather
Human features: city, town, village, factory, farm, house, office, port, harbour, shop |
Use simple compass directions and locational and directional language.
Use photos and aerial perspectives to recognise landmarks, human features and physical features. |
Children to look at the different places that George searched for the dragon and then where they travelled. A map in the book shows us where dragons can be found. Children are to use this to locate their dragons. |
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KNOWLEDGE
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SKILLS
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VOCABULARY aerial view landscape route North East South West |
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SPRING 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography |
NC: Geographical Skills & Fieldwork |
My Name is not Refugee
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Name and locate: - 7 continents - 5 oceans
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Study human and physical geography of a small area of a contrasting non-European country.
Understand similarities and differences between places. |
N/A |
Use maps, atlases and globes. |
Children to learn build upon their knowledge about the seven continents by naming and locating oceans on a map. |
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KNOWLEDGE
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SKILLS
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VOCABULARY Equator North Pole South Pole Local distant |
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SUMMER 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC:Human & Physical Geography |
NC: Geographical Skills & Fieldwork |
The Last Wolf
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Name and locate: - 5 oceans
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Understand similarities and differences between places. |
Physical features: - beach, cliff, coast, sea, ocean - forest, hill, mountain, soil, river, valley, vegetation - season, weather
Human features: city, town, village, factory, farm, house, office, port, harbour, shop |
Use maps, atlases and globes.
Devise a simple map with basic symbols and a key.
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KNOWLEDGE
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SKILLS
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VOCABULARY environment forest soil river vegetation |
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SUMMER 2
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NC: Locational Knowledge
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NC: Place Knowledge
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NC:Human & Physical Geography |
NC:Geographical Skills & Fieldwork |
Major Glad, Major Dizzy
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Name, locate and identify features of: - 4 countries and capital cities of UK - Seas surrounding UK |
Study human and physical geography of small area of UK. |
N/A |
N/A |
Children to recap the four countries and capital cities in the UK. They will also learn to name the seas that surround the UK. Children will look at a range of maps in detail and recap what a key is. They will be exposed to some OS symbols and practice finding some of these symbols on a map with support. |
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KNOWLEDGE
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SKILLS
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VOCABULARY London Edinburgh Cardiff Belfast Irish Sea North Sea English Channel Dublin city |
Subject content Key stage 2
Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.
Pupils should be taught to:
Locational knowledge
- 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
- 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)
Place knowledge
- 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
Human and physical geography
- describe and understand key aspects of:
- physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
- 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
Geographical skills and fieldwork
- 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, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technology.
YEAR 3: Geography
AUTUMN 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC: Geographical Skills & Fieldwork |
Seal Surfer
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Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features and land-use patterns. Understand how some of these have changed over time. |
Study the human and physical geography of a region of the United Kingdom.
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Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
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N/A |
OVERVIEW The children will learn about the coastal areas of the UK and their physical and human features. They will understand the journey of a river to the sea. They will begin to look at a range of different maps and diagrams and make comparisons between different areas. |
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KNOWLEDGE
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SKILLS
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VOCABULARY coastal inland ocean cliff landscape port harbour |
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AUTUMN 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC: Geographical Skills & Fieldwork |
Winter’s Child
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N/A |
N/A |
N/A |
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. |
OVERVIEW The children will be introduced to a range of maps to locate different places. They will learn how to use atlases and link maps in different orientations. They will use Google earth to help them put the world of maps into perspective, with a focus on the colder regions of our world. |
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KNOWLEDGE
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SKILLS
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VOCABULARY Arctic Antarctic polar scale (maps) contours features terrain grid reference |
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SPRING 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC: Geographical Skills & Fieldwork |
Stone Age Boy
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N/A |
N/A |
Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. |
N/A |
OVERVIEW This will be a focus on physical geography, learning about volcanoes in particular. The children will find out about how and why volcanoes erupt. They will begin to look at using co-ordinates to locate features on maps. |
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KNOWLEDGE
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SKILLS
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VOCABULARY climate zone biome vegetation belt river mountain volcano earthquake |
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SPRING 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC: Geographical Skills & Fieldwork |
The Silence Seeker
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Use maps to locate the countries, environmental regions, key physical and human characteristics and major cities of Europe |
Study the human and physical geography of a region in a European country.
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N/A |
N/A |
OVERVIEW The children will look at maps of Europe and locate the major cities. They will use digital technology and create their own simple route maps, looking at the routes refugees might take from Europe to the UK. |
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KNOWLEDGE
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SKILLS
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VOCABULARY human physical natural resources man-made resources North East South West North West South East |
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SUMMER 1 |
NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Journey
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N/A |
N/A |
Describe and understand key aspects of physical geography, including: rivers and the water cycle. |
N/A |
OVERVIEW The children will study rivers and the water cycle in more detail. They will use geographical language to describe the process. They will look at OS maps and begin to create their own using map symbols. |
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KNOWLEDGE
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SKILLS
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VOCABULARY river tributary delta ox-bow lake flood plain meander mouth source |
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SUMMER 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC: Geographical Skills & Fieldwork |
Zeraffa Giraffe
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N/A |
Understand geographical similarities and differences between the places studied. |
N/A |
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. |
OVERVIEW The children will learn to use further resources to locate countries of North Africa. They will focus on Egypt and the river Nile. They will make comparisons between the lives of the people living on the Nile flood plain and their own. |
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KNOWLEDGE
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SKILLS
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VOCABULARY ancient civilisation population continent sub-continent landscape |
YEAR 4: Geography
AUTUMN 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Gorilla
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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. |
N/A |
N/A |
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
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OVERVIEW The children will learn about the main features of a world map and use co-ordinates to locate features. They will locate countries of the world where gorillas inhabit. |
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KNOWLEDGE
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SKILLS
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VOCABULARY equator latitude longitude tropical polar hemisphere |
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AUTUMN 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Leon & the Place Between
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N/A |
N/A |
Describe and understand key aspects of 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 fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
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OVERVIEW The children will visit and find out more about the local area and its previous land use (Belle Vue circus). They will look at and use a variety of resources to help them draw up sketches and maps of the area as it was then and as it is now. |
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KNOWLEDGE
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SKILLS
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VOCABULARY settlement patterns urban/rural fieldwork sketch industrial products |
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SPRING 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Escape from Pompeii
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Use maps to locate the countries, environmental regions, key physical and human characteristics and major cities of Europe |
Study the human and physical geography of a region in a European country. |
Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. |
N/A |
OVERVIEW The children will locate and find out about the countries of southern Europe (Italy). They will learn more about the physical features of the area around Pompeii and the characteristics of volcanoes, lava flow and volcanic rock. They will build on their knowledge from Spring 1 in Y3. |
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KNOWLEDGE
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SKILLS
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VOCABULARY settlement community physical geography climate zone mountain volcano earthquake |
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SPRING 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Wisp
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N/A |
N/A |
N/A |
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. |
OVERVIEW The children will further develop their map skills looking in more detail at how atlases are put together. They will look at patterns on maps (eg explain that contours show height and slope). |
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KNOWLEDGE
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SKILLS
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VOCABULARY map atlas globe satellite earth location terrain surface |
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SUMMER 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
When the Giant Stirred
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N/A |
Understand geographical similarities and differences between the places studied. |
Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. |
N/A |
OVERVIEW The children will locate and find about the Pacific Ocean and its islands. They will learn more about the activity beneath the earth’s surface. |
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KNOWLEDGE
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SKILLS
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VOCABULARY volcano natural disaster height contour mountain valley |
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SUMMER 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Where the Forest Meets the Sea
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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. |
N/A |
Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, and the water cycle.
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N/A |
OVERVIEW The children will find out about rainforests across the world (focus on Australia). They will learn about the physical features, including the names of the canopy levels. |
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KNOWLEDGE
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SKILLS
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VOCABULARY weather vegetation environment humid/warm evaporation precipitation condensation climate zone |
YEAR 5: Geography
AUTUMN 1
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NC: Locational Knowledge |
NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork
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Queen of the Falls
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Use maps to locate the countries, environmental regions, key physical and human characteristics and major cities of Europe and North/South America. |
Study the human and physical geography a region within North or South America.
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N/A |
Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of OS maps) to build their knowledge of the United Kingdom and the wider world. |
Overview The children will learn about waterfalls and how they are formed. They will be able to identify Niagara Falls (focus on USA) on a map and be able discuss its location using geographical language. |
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KNOWLEDGE
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SKILLS
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VOCABULARY waterfall relief north-east lake rapids canyon |
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AUTUMN 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Lost Happy Endings
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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. |
N/A |
N/A |
Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
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Overview The children will visit a local forest to collect fieldwork data. They will draw mud-maps and use data collected to create detailed and accurate maps back in classroom. |
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KNOWLEDGE
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SKILLS
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VOCABULARY biome environment flora fauna forest latitude |
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SPRING 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Arthur and the Golden Rope
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Use maps to locate the countries, environmental regions, key physical and human characteristics and major cities of Europe and North/South America.
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Study the human and physical geography of a region in a European country.
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Describe and understand key aspects of 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. |
N/A |
Overview The children will be transported back in time to ancient Greece through their use of old maps and research. They will investigate ancient Greece and compare it to the modern day. Is anything still the same? |
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KNOWLEDGE
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SKILLS
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VOCABULARY ancient Olympics Mediterranean labyrinth Parthenon Greece |
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SPRING 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Malala’s Magic Pencil
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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. |
Understand geographical similarities and differences between the places studied.
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N/A |
N/A
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Overview The children will compare Afghanistan to the United Kingdom. They will compare both its physical and human geography. |
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KNOWLEDGE
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SKILLS
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VOCABULARY women/woman language mountainous contrast Taliban Afghanistan |
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SUMMER 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC:Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
The Darkest Dark
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Use maps to locate the countries, environmental regions, key physical and human characteristics and major cities of Europe and North/South America. |
N/A |
N/A |
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
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Overview The children will compare maps with aerial photos and satellite pictures from space. They will locate various North American countries and cities on maps. Focusing on Canada. |
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KNOWLEDGE
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SKILLS
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VOCABULARY explore north state atmosphere axis continent |
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SUMMER 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
Leather Shoe Charlie
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Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features and land-use patterns. Understand how some of these have changed over time. |
Study the human and physical geography of a region in a European country.
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Describe and understand key aspects of 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 fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
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Overview The children will be exploring industrial towns of England. They will investigate why people moved from villages to cities in the past and discuss why this still happens in modern times. They will learn about imports and exports during times of the industrial revolution and how that has changed. They will also look at how are cities have changed through the ages. |
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KNOWLEDGE
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SKILLS
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VOCABULARY town city county industry export factory build |
YEAR 6: Geography
AUTUMN 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork
|
Star of Fear, Star of Hope
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Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features and land-use patterns. Understand how some of these have changed over time.
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. |
Study the human and physical geography of a region in a European country.
|
Describe and understand key aspects of 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.
|
Overview The children will identify where WW2 broke out and where the conflicts took place. They will trace the routes of both the allies and the axis as they moved across Europe. They will also investigate what life was like in the UK during the war including evacuation. Did geography play a part in sparking the war? |
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KNOWLEDGE
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SKILLS
|
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VOCABULARY evacuation symbol import soldier urban rural |
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AUTUMN 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
|
NC:Geographical Skills & Fieldwork |
Can we Save the tiger?
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Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics, key topographical features and land-use patterns. Understand how some of these have changed over time.
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. |
Understand geographical similarities and differences between the places studied.
|
Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. Describe and understand key aspects of 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 fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
|
Overview The children will compare different habitats and biomes across the world and discuss why they are located in certain regions. They will look at the distribution of natural resources on thematic maps. They will explore the forests of the world and compare the effects deforestation is having using maps and aerial photos. They will present their finding electronically. |
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KNOWLEDGE
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SKILLS
|
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VOCABULARY natural resource pollution canopy tropical equatorial deforestation |
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SPRING 1
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
|
NC:Geographical Skills & Fieldwork |
Jeremy Button The Island
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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. |
Study the human and physical geography a region within North or South America. Understand geographical similarities and differences between the places studied.
|
Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. Describe and understand key aspects of 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. |
N/A |
Overview The children will be able explain new land masses using geographical language. They will be able to locate the hemispheres and tropics of Cancer and Capricorn. They will follow Charles Darwin’s course from the UK to the Galapagos. |
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KNOWLEDGE
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SKILLS
|
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VOCABULARY indigenous equator tectonics northern hemisphere southern hemisphere tropics of cancer and capricorn |
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SPRING 2
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NC: Locational Knowledge
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NC:Place Knowledge
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NC: Human & Physical Geography
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NC:Geographical Skills & Fieldwork |
The Day War Came
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Use maps to locate the countries, environmental regions, key physical and human characteristics and major cities of Europe and North/South America. |
Understand geographical similarities and differences between the places studied.
|
N/A |
N/A |
Overview The children will learn about why people migrate including war and natural disasters. They will compare maps of countries before/after wars and also maps before/after natural disasters. |
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KNOWLEDGE
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SKILLS
|
|||
VOCABULARY migrate immigrant disperse distance foreign population |
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SUMMER 1
|
NC: Locational Knowledge
|
NC:Place Knowledge
|
NC: Human & Physical Geography
|
NC:Geographical Skills & Fieldwork |
Manfish
|
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. |
Understand geographical similarities and differences between the places studied.
|
Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
|
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
|
Overview The children will plunge into the ocean and discover that it is broken down into specific layers with different characteristics and life. They will follow Jacques Cousteau as he tried to conserve our oceans. They will investigate how people are polluting and exploiting our oceans. They will also discover how the gulf stream warms our country and how it does so. |
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KNOWLEDGE
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SKILLS
|
|||
VOCABULARY sunlight abyss twilight trenches temperature conservation |
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SUMMER 2
|
NC: Locational Knowledge
|
NC:Place Knowledge
|
NC: Human & Physical Geography |
NC:Geographical Skills & Fieldwork |
Sky Chasers
|
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. |
N/A |
N/A |
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 OS maps) to build their knowledge of the United Kingdom and the wider world. |
Overview The children will explore major French cities. They will compare maps of Paris to Manchester and discuss similarities and differences. They will locate places on maps using longitude and latitude using six figure coordinates. They will track Emilia Earhart’s final journey and locate predict where she disappeared. |
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KNOWLEDGE
|
SKILLS
|
|||
VOCABULARY latitude longitude coordinates air current altitude |
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YEAR 6 END POINTS 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. All pupils 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. All pupils 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. All pupils are competent in the geographical skills needed to interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS). All pupils are competent in the geographical skills needed to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. |