Year 34 B2 Geography - Continents and Oceans 2018 Key Skills to be covered: Taken from Level 3 Taken from Level 4

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1 Key Skills to be covered: Taken from Level 3 Taken from Level 4 Geographical Enquiry: I ask, Which PHYSICAL features does this place have? I ask, Which HUMAN features does this place have? I give reasons for why some of those features are where they are. I describe different points of view on an environmental issue affecting a locality*** I find out about places and the features in those places by either going to that place to observe or by looking at information sources. I use my writing skills to communicate what I know. I use my maths skills to help me record and present my observations. (Charts, graphs, tables, scales etc) I use my ICT skills to help me find out information and present what I have found out. Geographical Skills: I use the terms PHYSICAL and HUMAN accurately and can describe these features. I am building up a list of geography words (see recommended geography words list ) I make detailed sketches of the features of a location. I devise questionnaires to find out local opinions on an issue. I look at maps of areas I am studying and identify features. I draw maps and plans of localities I have studied that include keys, grid references, four figure grid references (e.g:05,15), a scale (e.g. 1 square =1KM), a compass rose, indicating North and some standard Ordnance Survey symbols. I use the contents and index pages of an Atlas to find places quickly. I have looked at how a map is a flat representation of a place on the globe. I have used a globe to explore the nature of our world and can point out the North and South poles. I use the internet to help find out about a location, including aerial photographs (e.g.. Google Earth) I can plan a route using 8 points of the compass. Knowledge and Understanding of Places: I can describe a place using information I have found out using my geography words well. I compare places that I have studied using the physical and human features for my comparisons. I give some reasons for the similarities and differences between places, using geographical language. When I describe where a place is I use the 8 points of the compass to describe its position. When I describe where a place is, I use country, region and names of towns, cities, and rivers. I know where the British Isles are and can name The United Kingdom (England, Scotland, Wales & Northern Ireland), and The Republic of Ireland. I can name and locate the capital cities London, Dublin, Edinburgh, Cardiff and Belfast. I can name and identify the Cambrian Mountains, the Grampian Mountains, the Lake District, and the Pennines. I can name and identify the three longest rivers in the UK (Severn, Thames, Trent) Geographical Enquiry: I ask, Which PHYSICAL and HUMAN features does this place have? I give reasons for why some of those features are where they are. I ask, What may this place be like in the future? I collect statistics about people and places and present them in the most appropriate ways. I map land use of a location with given criteria. (e.g. leisure, shopping, residential etc) I describe different points of view on an environmental issue affecting a locality and give my opinion on the issue, giving reasons.*** I find out about places and the features in those places by either going to that place to observe or by deciding which will be the best sources of information to look at. I choose the most appropriate writing skills to communicate what I know. I choose the most appropriate maths skills to help me record and present my observations. (Charts, graphs, tables, scales etc) I choose which of my ICT skills to use to help me find out information and present what I have found out. Geographical Skills: I use the terms PHYSICAL and HUMAN accurately and can describe these features. I am confidently using geography words (see recommended geography words list ) I make detailed field sketches of the features of a location, labelling them with appropriate geography words. My field sketches show layouts, patterns or movement (as appropriate) I make careful measurements of rainfall, temperature, distances, depths (as appropriate) and record these in the most suitable way. (Including use of ICT) I look at and make detailed maps of areas I am studying. I draw maps and plans of localities I have studied that include keys, grid references, four figure grid references (e.g. :05,15), a scale (e.g. 1 square =1KM), a compass rose, indicating North and standard Ordnance Survey symbols. I use the contents and index pages of an Atlas to find places quickly, and use my knowledge of the 7 continents to help me locate places in the contents. I use aerial photographs to match features on a map to the photograph. I use aerial photographs to help describe a location in more detail. I identify buildings and land use by using aerial photographs. I use the internet to help find out about a location (e.g. Google Earth) I know that globes are divided into lines of latitude and meridian of longitude and those time zones are identified using meridian of longitude. I understand the term GMT. Knowledge and Understanding of Places: I can describe a place using information I have found out using my geography words well I compare and contrast places that I have studied using the physical and human features for my comparisons, and my knowledge of continents, countries, climate, temperature, and economy. I give some reasons for the similarities and differences between places, using geographical language and what I know about relationships between countries.

2 I can name and identify the seas around the United Kingdom (The English Channel, the Irish Sea and the North Sea) I can name the significant places and features of a location I am studying (and of my country of birth.) I can name and locate France (Paris), Germany (Berlin) Italy (Rome), and Spain (Madrid). I can name and locate the largest mountain range in Europe (The Alps). Knowledge and Understanding of Patterns and Processes: I can identify the parts of a river and understand how land use is different along the river s course. (Source, meander, mouth) and areas around (flood plains). *OR I can identify the parts of a coastline (river mouth, beach, cliffs, stacks, caves) * I can explain the process of erosion and deposition (at either the coast or in a river)* I know how erosion, deposition and flooding can affect people I can identify how a place where people live (settlement) has changed over time and give some reasons for this, giving precise observations or research as evidence for this** I use both physical and human factors in my explanation. ** I can compare places where people live and give reasons for the differences. ** Knowledge and Understanding of Environmental Change and Sustainable Development: I keep a class weather chart throughout the school year and discuss weather around the world. *** I collect temperature and rainfall information and keep this on a class record sheet throughout the school year. *** I can summarise an environmental issue either in the local area or an area I am studying. *** I can suggest solutions to different points of view as to how a locality can be improved. *** I know how I can contribute to a reduction in climate change. *** National Curriculum Links: Year 34 B2 Geography - Continents and Oceans 2018 When I describe where a place is I use the 8 points of the compass to describe its position. When I describe where a place is, I use continent, country, region and names of towns, cities, and rivers. When I describe places, I do so in terms of its economic development as well as other features. I can name and locate all places and features learned previously and: I can name and locate the River Rhine (longest river in Europe) I can name the two largest seas around Europe (the Mediterranean Sea, the North Sea) I can name the significant places and features of a location I am studying (and of my country of birth.) I can name and locate the continents (Africa, Asia, Europe, North America, South America, Antarctica) I can name the largest cities in each continent (Lagos, Tokyo, Paris, New York, Sydney, and Sao Paulo. I can name the six countries with the highest populations ( Brazil, China, India, Indonesia, Russia, and USA. I can name and locate the areas of origin of the main ethnic minority groups in the United Kingdom (Bangladesh, the Caribbean, India, Pakistan, the Republic of Ireland) Knowledge and Understanding of Patterns and Processes: I can identify the parts of a river (source, meander, mouth) and areas around (flood plains). *OR I can identify the parts of a coastline (river mouth, beach, cliffs, stacks, caves) * I can explain the process of erosion and deposition (at either the coast or in a river)* I know how erosion, deposition and flooding can affect people* I can describe a place in terms of how economically developed it is. I can identify how a place where people live (settlement) has changed over time and give some reasons for this, using both physical and human factors in my explanation. ** I can compare places where people live and give reasons for the differences. ** Knowledge and Understanding of Environmental Change and Sustainable Development: I keep a class weather chart throughout the school year and discuss changes, relating this to news and opinions about climate change. *** I collect temperature and rainfall information and keep this on a class record sheet throughout the school year. *** I can summarise an environmental issue, its possible causes, and solutions either in the local area or an area I am studying. *** I can suggest more than one solution as to how a locality can be improved. *** I know how I can contribute to a reduction in climate change. *** I can summarise ways that people are trying to manage an environment. ***

3 Pupils should be taught: Locational Knowledge: o Locate the world s countries, using maps to focus on Europe concentrating on environmental regions, key physical and human characteristics, countries and major cities Place knowledge: o Understand geographical similarities and differences through a study of human and physical geography of a region in a European country Human and physical geography: o Describe and understand the key aspects of physical geography including climate zones, rivers, mountains, volcanoes, earthquakes o Describe and understand the 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 Geographical skills and fieldwork: o Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied o Use the eight points of the compass, four and six-figure grid references, symbols and key to build their knowledge of the wider world Cross-curricular links, especially opportunities for Literacy, Numeracy and ICT within teaching: Computing: Literacy: Writing Opportunities: Numeracy: Extended Opportunities including possible visits/visitors and local connections: Visits/Visitors: Local information:

4 Key objectives as questions Key Skills that can be covered Possible activities including use of Computing and Technology Outcomes/Evidence that teaching has taken place 1 What was your last topic and what did you learn? What do you already know about the Continents and Oceans? I am confidently using geography words. I am building up a list of geography words. I use the terms physical and human accurately. Ask the children what did they learn in Geography last term? Are they familiar with the terms continent and ocean? What can we use to help us find out about places in the world? What do we mean by physical features? What do we mean by human features? In topic books children to record what they know regarding these and name the continents /oceans. The children will have reflected on what they have learned in the past. They will have considered what they know already about the world, continents and oceans. What do you want to find out about the different Continents and Oceans? How could you travel to different continents and across different oceans? 2 What is a continent? What are the continents of the world called? I can name and locate the continents of the world. I use the contents and index pages of an atlas to find places quickly, and use my knowledge of the 7 continents to help me locate places in the contents. Can they record where they live/ any seas near us? Think about questions together they might want to ask/find out about the world, record these in their topic book. L.A: As a small group the children complete a KWL table about Oceans and Continents M.A: In pairs or on their own, the children complete a KWL grid H.A: On their own, the children complete a KWL grid and think of questions that they want answered about Continents and Oceans. Show the children an image of the world from space. What do they notice? The world is made of land and water. Can the children use the terms physical/ human features? We have given these names, we have put borders in and given parts of the world names the main ones being continents. What is a continent? Give the children maps of the world. Using atlases, children are to find the names of the continents (in pairs). Can the children say which continent they live in? Which country do they live in? They will have questions they wish to find the answers to. The children will know the names of the continents. They will be familiar with where they are on a world map. They will have considered the difference between human and physical features.

5 I use the terms physical and human accurately and can describe these features. Year 34 B2 Geography - Continents and Oceans 2018 Can they name other countries in the continent they live in? Use powerpoint on the continents after the children have completed the task to check their maps. In pairs, children ask the children to think of a mnemonic to help them remember the names of the continents. Eg. Eat An Apple As A Night time Snack Europe, Asia, America, Africa, Antarctica They will think of a way of remembering the names of the continents. wet and dry bits game know your world find countries L.A: The children can identify the different continents M.A: Children know the names of the different continents and identify some human and natural features in each continent. H.A: As the MA, but the children also can name specific countries within each continent 3 What are the largest cities in each continent? Which countries have the highest populations? I can name the largest cities in each continent. I can name the six countries with the highest populations. Using an atlas, library books and the internet, set the children the following challenges Can you find out 1) What are the largest cities in each continent? 2) Which countries have the highest populations? What does the word population mean? Set the children the task of including this information on a blank map of the world. The children will know which the largest cities in each continent are and which countries have the highest population. They will record these findings in their topic books. L.A: With help from an adult the children are able to find the biggest cities within each continent M.A: on their own or in pairs the children can use secondary sources to find the largest cities within each continent H.A: The children are able to find the largest cities within each continent can state the population and is able to give some basic information about the city. 4 What are the names of the major bodies of water on Earth? I can locate oceans and seas of the world on a globe / map. What is an ocean? Discuss and give feedback. What is a sea? Discuss and give feedback. The children will know what an ocean/sea is.

6 What is an ocean? What is a sea? What are the two largest seas around Europe? 5 Where are the countries I am given in the world and in which continent? 6 What did you learn during this topic? What questions are still unanswered? How do you feel the topic went? I can name the two largest seas around Europe. I use the contents and index pages of an atlas to find places quickly. I use the contents and index pages of an atlas to find places quickly and use my knowledge of the 7 continents to help me locate places in the contents. Year 34 B2 Geography - Continents and Oceans 2018 Explain that they are both large bodies of salt water, but that oceans are much larger, whereas seas are smaller and are usually found where land and oceans meet. Seas are also partially enclosed by land. Can you name any well-known seas or oceans? List on w/b. Can they find any seas or oceans in an atlas? Give children time to investigate using globes, atlases and ipads. Children to complete map of the world by filling in the names of oceans. L.A: The children understand the difference between a sea and an ocean M.A: The children can locate an name all the oceans on a map H.A: The children are able to complete a map by giving all the oceans and seas in the world Give the children a map of the world and a list of countries in the world. How quickly can they find these countries on the index of an atlas? Can the children locate and label these on a world map? Ask the children to choose 3 of these countries and find 3 facts out about them using the internet. L.A: With help from an adult, the children use a contents page in an atlas to find places quickly M.A: I can use an atlas s content page to find the 7 continents and then find countries within them H.A: Same as the MA, but children are to find 3-4 facts about a few of the countries that they find. In groups, allow the children to complete the following quiz/game. After completing ask the children how they felt they have done this half term learning about continents and oceans. How much do they feel they have learned? A lot, a bit, not much? Do they have any questions they would like to find out now before we finish? Record at least 3 facts they now know in their topic book. They will know the names of the oceans of the world. They will know which seas are the largest around Europe. The children will be able to find places quickly in an atlas by using the index. Children will have discussed how much they now know about continents and oceans. They will have shared what they know. Some recordings in their topic books.

7 L.A, M.A and H.A: The children complete an educational quiz about the Oceans, Seas and Continents of the world as part of an assessment to see what they know and remember. All children to self-assess themselves and to write at least 3 facts of what they discovered over the unit.