Fairlawn Primary School Geography Curriculum

Transcription

1 Skills Reception Context and topic link Key knowledge Ask questions (What is this place like? What and who will I see in this place? Why are these people here and what are they doing?) Observe, find out and identify features of the place in which they live. Be curious about the world around them Talk about the features of their own immediate environment and how environments might vary from one another. Make observations of animals and plants in their environment and explain why some things occur, and talk about changes. Discuss weather changes throughout the day study the seasons throughout the year (link to poetry) London: Let s Explore! Landmarks Local area Concept of a capital city One tree hill Horniman gardens Heroes Local heroes Fire Brigade etc Author Focus Library trip Wonderful Wildlife Habitats Continents World Map Farm visit Where certain animals live and why All around the world: An Australian adventure Native animals Commonwealth Compare weather to ours Commotion in the ocean Seaside

2 Year 1 Aquarium Nemo hunt introduction to maps The oceans Locational Knowledge Mark on a map where they live and other locations that they know about. Mark on a map of the local area, the location of the school. Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas. (use world maps, atlases and globes) Place Knowledge Local scale study use words, pictures, bar charts, Venn diagrams, pictograms and tables to help describe places. Express their views on features of the environment of a locality. Human and Physical Geography Use words such as physical and human when describing a place. Recognise and make observations about physical and human features of localities buildings Use vocabulary to describe places (built up, noisy, busy, quiet, farmland, hills, streets, roads, woods, coastlines) Understand that paths, roads, air and sea link to other places and why. London: All Aboard! Local area walk Map of classroom Local area maps Bus routes Tube maps Google Earth/Street view Physical/human features buildings, parks etc Roads look at roads on maps Author Focus: Julia Donaldson Rivers and coasts (link to the Troll) Treasure map (pirate story) Not so traditional tales: Forest and woodland Habitats All around the world: Amazing Africa Look at schools similarities and differences Life in an African city, life in an African village Animals native to Africa Continents Oceans World Map Travel how would you get to Africa?

3 Geographical skills and fieldwork Draw a map of the classroom/a well known space (Link to London:Let s explore) Use resources and their own observations, to ask and respond to questions about places and environments. Describe how places are similar/different. Use simple fieldwork and observational skills to study the geography of the school and the grounds and the key human and physical features of its surrounding environment. Key vocab (physical) Beach Cliff Coast Forest River Soil Vegetation Key vocab (human) City Village Town Harbour Port Shop Year 2 Locational Knowledge Show an awareness of places beyond their own locality. Look at the types of buildings and decide whether the area is a city, town, village, coastal or rural. Name and identify the equator and the tropics. Locate on maps: European countries (France, Germany, Italy and Spain) Name and locate the world s seven continents and five oceans (use world maps, atlases and globes) London: Spectacular Skylines Map of the spread of GFL Urban vs rural Draw a map, marking on key landmarks using OS symbols NSEW London Skyline walk taking photos to build up their own picture map Compare skylines from around the world (human and physical features compare with a non European country) Look at how skylines have changed over time.

4 Place Knowledge Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a contrasting non European country (Link to London learning) Express views on the environment of a locality and recognise how people affect the environment. Understand why places have become what they are. Understand how and why places are changing. Collect temperature and rainfall information Human and physical geography Describe physical and human features of places, and recognise and make observations about those features that give places their character. Use vocabulary such as natural and built up. Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator ad the North and South Poles. Geographical skills and fieldwork Pupils show their knowledge, skills and understanding in studies at a local scale. Use digital photography to take their own photographs of places Use information and their own observations to help them ask and respond to questions about places and environments. Ice Weather Environmental impact on people Human geography Farming and the impact on humans Map of the World identify North ad South Pole Continents Weather adaptation of animals etc Rainforests Eco systems World maps Climate Adaptation Temperature Rainfall All around the world: Egypt Comparision to the UK Our Feathered Friends Rural Key Vocab (physical) Forest Hill Mountain Sea Ocean Season Weather Key vocab (human)

5 Make maps of places they are visiting or finding out about use and construct basic symbols in a key Maps are labeled with geography vocabulary that has been learnt, have grid references, contain a key with symbols or colours to help identify features. Use simple compass direction and locational and directional language to describe the location of features and routes on a map. Use aerial photographs and plan perspectives to recognize landmarks nad basic human and physical features (link to Skylines) Factory Farm House Office Year 3 Locational knowledge Locate the world s countries, using maps to focus on Europe concentrating on their environmental regions, key physical and human characteristics, countries and major cities (compare ancient Rome and Greece with modern day) Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circles. Use the eight points of a compass. Place Knowledge London: Rotten Romans Location on a map Roman Empire Mysterious Worlds Locate on a map Drawing maps Creatures of the Night Nocturnal animals from different parts of the world Adaptation, climate Author focus: Roald Dahl Urban and rural in UK (Grandma Grouch as a context)

6 Describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features. Understand geographical similarities and differences through study of human and physical geography of a region in a European country. Recognise how people seek to improve and sustain environments. Human and physical geography For countries/regions studied, describe and understand key aspects of physical geography, including climate zones, biomes, vegetation belts, mountains, volcanoes and earthquakes (decide which, if any of these features are relevant to what you are studying) All around the world: India Map skills Human and physical geography Deltas Key landmarks Monsoons weather Climate Comparison with UK For countries/regions studies, describe and understand key aspects of human geography, including: types of settlements and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. (decide which, if any of these features are relevant to what you are studying) Geographical skills and fieldwork Ask questions (Which physical feature does this place have? Which human feature does this place have?) Use the terms physical and human accurately and describe these features. Collect and record evidence. Decision making- offer reasons for some of their observations and for their views and judgments about places and environments.

7 Use skills and sources of evidence to respond to a range of geographical questions. Use ICT to support developing skills in geography. Draw maps that include keys, grid references, a scale, a compass rose (indicating north) and some standard Ordnance Survey symbols Use contents and indexes of atlases. Understand how a map is a flat representation of a place on the globe. Use a globe to explore the world and point out the North and South poles. Use Google Earth to find out about places that are being studied. Year 4 Locational knowledge Locate the world s countries, using maps to focus on South America concentrating on their environmental regions, key physical and human characteristics, countries and major cities Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coats and rivers), and land use patterns; and understand how some of these aspects have change over time. Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circles. Name and locate the 3 longest rivers in the UK (Severn, Thames, Trent) London: Tales of the Thames Rivers Flooding Pollution Questionnaires Voyagers and Villains Mapping across the sea Maps showing invasions etc Seas tides etc All around the world: Central and South America Environmental issues Deforestation of the rainforests OS symbols

8 Name and identify the seas around the UK (The English Channel, The Irish Sea and The North Sea Name and locate capital cities such as London, Dublin, Edinburgh, Cardiff and Belfast. Place knowledge Understand geographical similarities and differences through study of human and physical geography of a region in South America. Understand and describe different points of view on an environmental issue affecting a locality Summarise an environmental issue Human and Physical geography For countries/regions studied, describe and understand key aspects of physical geography, including climate zones, biomes, vegetation belts, mountains, volcanoes and earthquakes (decide which, if any of these featurs are relevant to what you are studying) For countries/regions studies, describe and understand key aspects of human geography, including: types of settlements and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. (decide which, if any of these features are relevant to what you are studying) 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) Understand how flooding can affect people. Begin to understand how human and physical processes can change the features of Map symbols etc Temperature Rainfall

9 places, and how these changes affect the lives and activities of people living there. Understand how people can both improve and damage the environment Explain their own views and the views that other people hold about an environmental change. Drawing on their knowledge and understanding, they suggest suitable geographical questions, and use a range of geographical skills to help them investigate places and environments. Understand their role in managing climate change. Understand the water cycle Geographical skills and fieldwork Make measurements of rainfall, temperature, distances and depths and record in appropriate ways Begin to recognise and describe geographical patterns and to appreciate the importance of wider geographical location in understanding places. Devise and carry out questionnaires to find out local opinions on an issue Develop use of ICT to support geographical understanding. Look at maps and identify features (use atlases, globes) Draw maps that include keys, grid references, four figure grid references, a scale, a compass rose (indicating north) and some standard Ordnance Survey symbols Plan a route using 8 points of the compass. Describe where a place is using the 8 points of the compass

10 Describe where a place is using country, region and names of towns, cities and rivers Year 5 Locational knowledge Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circles. Understand that the globe is divided into lines of latitude and meridian of longitude and those time zones are identified using meridian of longitude. Understand the term GMT Use knowledge of the 7 continents to help locate places in the continents. Name and locate continents, largest cities, six countries with the highest populations. Use four and six figure grid references. Place knowledge London: Vile Victorians. Look at how a place has changed over time Space Google Earth Author Focus: Malorie Blackman Orienteering (Horniman and at school) Designing a country park Aerial views All around the world: China World issues pollution, over population Map skills continents, vocab to describe Google Earth Look at the future Pupils show their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world. Compare and contrast places using the physical and human features and knowledge of continents, countries, climate, temperature and economy. Describe places in terms of their economic development Identify how a place where people live has changed over time and give some reasons for this, using both physical and human factors in the explanation.

11 Human and Physical geography For countries/regions studied, describe and understand key aspects of physical geography, including climate zones, biomes, vegetation belts, mountains, volcanoes and earthquakes (decide which, if any of these featurs are relevant to what you are studying) For countries/regions studies, describe and understand key aspects of human geography, including: types of settlements and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. (decide which, if any of these features are relevant to what you are studying) Describe and begin to explain geographical patterns and physical and human processes. Describe how these processes can lead to similarities and differences in the environments of different places and in the lives of people who live there. Recognise some of the links and relationships that make places dependent on each other. Suggest explanations for the ways in which human activities cause changes to the environment and the different views people hold about them. Recognise how people try to manage environments sustainably. Geographical skills and fieldwork Ask questions What might this place be like in the future? Collect and present statistics about people and places Explain their own views and begin to suggest relevant geographical questions and issues.

12 Drawing on their knowledge and understanding, select and use appropriate skills and ways of presenting information to help them investigate places and environments. Select information and sources of evidence, suggest plausible predictions and conclusions to their investigations and present their findings both graphically and in writing. Map land use of a location with a given criteria (eg. Leisure, shopping, residential) Make detailed field sketches of the features of a location, labeling them with appropriate geographical vocabulary. Field sketches show layouts, patterns or movement (as appropriate) Use aerial photographs to: match features on a map to the photograph, help describe a location in more detail. Identify buildings and land using aerial photographs. Use Google Earth to find out about places around the world. Year 6 Locational knowledge Locate the world s countries, using maps to focus on North America concentrating on their environmental regions, key physical and human characteristics, countries and major cities (compare ancient Rome and Greece with modern day) Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic London: Blitz Brits Draw maps and plans of localiites Field sketches Fairer World, Future World Comparison of developing and developed world Fair trade Cocoa plantations Coffee

13 and Antarctic Circles. Place knowledge All around the world: North America Understand geographical similarities and differences through study of human and physical geography of a region in North America. Pupils show their knowledge, skills and understanding in studies of a wide range of places and environments at various scales, from local to global, and in different parts of the world. Describe and explain a range of physical and human processes and recognise that these processes interact to produce the distinctive characteristics of places. Summarise different points of view on an environmental issue affecting a locality and give opinions, giving reasons. Recognise how conflicting demands on the environment may arise and describe and compare different approaches to managing environments. Appreciate the many links and relationships that make places dependent on each other. Give reasons for similarities and differences between places, using geographical vocabulary and what they know about relationships between countries. Use maps to identify: longest rivers in the world, largest desert in the world, oceans, canals linking seas/oceans. Human and Physical geography For countries/regions studied, describe and understand key aspects of physical geography, including climate zones, biomes, vegetation belts, mountains, volcanoes and earthquakes (decide which, if any of these featurs are relevant to what

14 you are studying) For countries/regions studies, describe and understand key aspects of human geography, including: types of settlements and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water. (decide which, if any of these features are relevant to what you are studying) Geographical skills and fieldwork Select a range of skills and sources of evidence and use them effectively in their investigations. Present their findings in a coherent way and reach conclusions that are consistent with the evidence. Make detailed field sketches and combine these with digital images of the features of a location, labelling them with appropriate geographical vocabulary. Look at and make detailed maps of areas that are being studies, including any patterns that are apparent using appropriate colour coding to show these patterns. Draw maps and plans of localities that include keys, four figure grid references, a scale, a compass rose and standard Ordnance Survey symbols. Use four figure grid references to find 6 figure references Use contents and indexes of atlases with confidence and speed Use aerial photos to identify pattern s(eg. ribbon development, industry around rivers, ports etc)

15 Use knowledge of time zones to work out journey times around the world Understand scales of maps, such as 1:25,000 Geographical Vocabulary Accessible: A place which is easy to reach. Agriculture: The growing of crops and rearing of animals. Amenities: services that people find very useful, but are not essential, like swimming pools, libraries, parks, etc.. Arable Farming: A farm or area that only grows crops. Attractive : Areas of pleasant scenery or buildings Bridging Point: An easy crossing point where the river narrows or is shallower. Business Park: New offices built in pleasant surroundings on the edge of cities. Capital City: The major city in a country Communications: The ways in which people, goods and ideas move from one place to another. It usually refers to roads and railways. Confluence: Where one river joins another. Congestion: Overcrowding on roads causing traffic jams. Conservation: The protection of the environment. Continent: A large area of land. There are seven continents: North and South America; Asia; Europe; Africa; Australia; Antarctica. Contour: A line drawn on a map to join places of the same height above sea-level. Cross-section: A diagram showing by means of a side view the slopes and heights of the land surface. Delta: A flat area of deposited river silt found at the mouth of a river. Densely Populated: An area that is crowded. Deposition: The laying down of material carried by rivers, sea, ice or wind. Drought: A long spell of dry weather resulting in a serious water shortage. Earthquakes: A movement or tremor, of the Earth s surface. Economic Activity: This is about industry, jobs, earning a living and Energy: Power Environment: The natural or physical surroundings where people, Erosion: The wearing away and removal of rock, soil, etc, by rivers,

16 producing wealth. plants and animals live. sea, ice and wind. Facilities: Services that are people feel are essential such as toilets, heating, telephones etc.. Factories: Places where things are made from natural resources and raw matenals. Fertile: Land or soil where crops can be grown successfully. Flood Plain: The flat area at the bottom of a valley which is often flooded. Ford: A crossing where the river is shallow. Fossil Fuels: Fuels from the remains of plants or ancient life. Goods: Things made by people to sell in a market. Gradient: The slope of the land. Green Belt: A protected area of countryside around a city where new building is not allowed to try and stop the spread of a city. Grid: A grid is a pattern of squares on your map, which help to fix your position. Coordinates will provide numbers that allow you to find a horizontal line and also a vertical line and follow them to the point of intersection, placing you at the bottom left-hand corner (south-west) of a grid. Grid References: Grid references are always presented in terms of eastings (distance east from the origin) and northings (distance north from the origin). Human Features/Activities: The actions and results of humans especially where and how people live. Hydro-electric Power: Energy obtained from using the power of water. Income: What a person or country earns or gains in money from working, selling or trading. Industry: a general term for working and making money. Industrialised: Using machines and power (energy) to make things. Infertile: Poor soil or land in which crops won t grow well. Isolated: Difficult to reach. Far from other places. Landscape: The scenery. What the land looks like Less Developed: A poorer area where there are less communications, services and where people have lower living standards. Limestone: A pale coloured rock which is permeable and stores water. Location: Where a place is. Meander: A bend in a river. Mediterranean Climate: Places which have hot, dry summers and mild, wet winters. Migration: The movement of people Mining: The extraction or digging out Mouth: The end of a river where it Natural Harbour: a safe place for

17 from one place to another to live or to work. of minerals from deep under the ground, e.g. coal, iron ore. flows into the sea. ships where the shape of the coastline provides shelter from the wind and waves. Natural Resources: Raw materials which are obtained from the environment, e.g. water, coal or fertile soil. Non-renewable Resources: Resources that can only be used once, e.g. coal, oil. Ordnance Survey: The official government organization for producing maps of the UK. Peak: The top or summit of a hill or mountain. Peninsula: A narrow piece of land jutting out into the sea. Physical Features/Activities: These are the result of natural forces which shape the earth and affect the atmosphere. Plan: A detailed map of a small area. Plain: A low flat area. Plateau: A high flat area. Political Map: A map which shows countries, their borders and main cities. Pollution: Noise, dirt and other harmful substances produced by people and machines, which spoil an area. Population The number of people in an area. Port: A place used by ships to load and unload people and goods. Position: Where a place is. Poverty: This is where people are poor, have no savings, own very little and often have low living standards. Prosperous: This is where people are rich and well-off. Quarry: Where rock is cut from the surface of the land. Raw Materials: Natural resources which are used to make things. Recycling: Turning waste into something which is usable again. Redevelop: To knock everything down and start all over again. Reservoir: A human made lake which is used to store water supplies, often behind a dam. Residential: A housing area where people live. Resources: Things which can be useful to people. They may be natural like coal and iron ore, or of other value like money and skilled workers. Rural: Countryside.

18 Scenery: The appearance or view across the natural landscape. Scenic: Attractive and interesting view of the landscape. Settlement: Where people choose to live. Silt: Soil left behind after a river floods. Slope: This is the angle at which the land is tilted. Slopes can be gentle or steep. Soil Erosion: The removal of soil by wind or water. Source: The beginning of a river in the mountains. Suburb: An area of housing around the edge of a city. Tourist Attractions: Places where people travel for interest and pleasure. Trade: The exchange of goods or services. Transport: Ways of moving people and goods from one place to another. Tributary: A small river which flows into the main river. Urban: Large area of houses, factories, etc. Valley: An area of lowland with slopes either side. A river flows along the lowest part. Vegetation: All kinds of plants including shrubs and trees. Volcano: A cone-shaped mountain made up from lava and ash. Wildlife Habitats: The homes of plant and animals.

19 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 earth s features at different scales are shaped, interconnected and change over time. The 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 geographical contexts 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: o Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that depen their understanding of geographical processes. o Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photos and geographical Information Systems (GIS) o Communicate geographical information in a variety of ways, including through maps and writing at length. The curriculum is split into LOCATIONAL KNOWLEDGE, PLACE KNOWLEDGE, HUMAN AND PHYSICAL GEOGRAPHY AND GEOGRAPHICAL SKILLS AND FIELDWORK. Anything in bold is statutory content from the National Curriculum.