HAREWOOD JUNIOR SCHOOL KEY SKILLS Geography 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 programme of study.
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 technologies.
Geographical enquiry and skills T1 T2 T3 T4 T5 T6 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, globes, aerial photographs and Geographical Information Systems (GIS) Communicate geographical information in a variety of ways, including through maps and writing at length. Can I ask geographical questions? Can I collect and record evidence? Can I analyse evidence and draw conclusions? Y3: Can I identify what this place is like? What and who will I see in this place? Why are these people here and what are they doing? Y4: Can I identify which physical and human features this place has? Y5: Can I identify which physical and human features this place has? Can I give reasons for why some of these features are where they are? Y6: Can I identify which physical and human features this place has? Can I give reasons for those features using geographical language? Y3:Can I find out about places and the features in those places by looking at information sources? Y4: Can 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? Y5: Can 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? Y6: Can I map land use of a location and devise my own criteria e.g. leisure, shopping, residential etc? Y3: Can I use sentences, pictures, bar charts, Venn diagrams, pictograms, and tables to help me describe places? Y4:Can I use my writing skills to communicate what I know. I can use my math s skills to help me record and present my observations (Charts, graphs, tables, scales) etc? Y5: Can I collect statistics about people and places and present them in an appropriate way? Y6: Can I collect statistics about people and places and choose the most appropriate way to present them?
Can I identify and explain different people s views about geographical issues? Can I communicate my ideas and views in different ways? Y3: Can I tell other s the things I like and dislike about a place and write about these in full sentences? Y4: Can I describe different points of view on an environmental issue affecting a locality? Y5: Can I describe different points of view on an environmental issue affecting a locality and give my opinion on the issue? Y6: Can I describe different points of view on an environmental issue affecting a locality and give my opinion on the issue, giving reasons? Y3: Can I use sentences, pictures, bar charts, Venn diagrams, pictograms, and tables to communicate ideas? Y4: Can I use my ICT, mathematics and writing skills to present what I have found out? Y5: Can I choose the most appropriate writing skills or ICT skills to help me present what I have found out? Y6: Can I choose the most appropriate writing skills to communicate what I know and combine these with mathematics and ICT skills?
Geographical skills T1 T2 T3 T4 T5 T6 Locate the world s countries, using maps to focus on Europe and North and South America and concentrating on their environmental regions, key physical and human characteristics, countries, and major cities Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night) Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Use the eight points of a compass, four-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Can I use appropriate geographical vocabulary? Y3: Can I use vocabulary related to human physical features? Y4: Can I continue to build up a list of geographical vocabulary? Y5: Can I apply geographical vocabulary to different contexts? Y6: Can I continue to confidently use key geographical vocabulary in different contexts? Y3: Can I make field sketches and digital images? Y4: Can I make detailed field sketches and digital images? Y5: Can I make detailed sketches and digital images, making measurements of patterns? Y6: Can I make detailed sketches and digital images, making careful measurements of patterns? Y3: Can I use atlases, maps, globes to research a location? Y4: Can I use atlases, maps, globes and identify the equator, hemispheres and Tropics to research a location? Y5: Can I use atlases, maps, globes and aerial photos to competently research a location? Y6: Can I identify the position and significance of latitude, longitude, equator, hemisphere and Tropics? Can I use appropriate fieldwork techniques and instruments? Can I use atlases, maps, globes digital/computer mapping and plans competently?
Can I use secondary sources of information? Can I draw plans and maps at a range of scales? Can I use ICT to aid my geographical investigation? Can I make decisions about geographical issues? Y3: Can I begin to use aerial photos to observe features? Y4: Can I use aerial photos and a range of sources to observe features? Y5: Can I use aerial photos and a range of sources to observe features and identify patterns? Y6: Can I use aerial photos and a range of sources to identify patterns, e.g. settlement locations? Y3: Can I draw a simple plan or map using grid references and key? Y4: Can I draw a plan or map using grid references, key and symbols and begin to recognize scale? Y5: Can I look at and make maps, including keys, grid references and begin to use scale? Y6: Can I look at and make detailed maps, including keys, grid references and scale? Y3: Can I use GIS to investigate land use changes? Y4: Can I use Google Earth to identify local features? Y5: Can I use Google Earth to identify features from space? Y6: Can I use Google Earth to identify man-made and natural physical features? Y3: Can I discuss and form opinions about environmental issues using evidence provided? Y4: Can I discuss and present opinions about environmental issues, using a range of evidence? Y5: Can I discuss and present opinions about environmental issues, using a range of evidence selected? Y6:Can I use knowledge of time zones to work out journey times around the world?
Knowledge and understanding of places Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom (different from that taught at Key Stage 1), a region or area in a European country, and a region or area within North or South America T1 T2 T3 T4 T5 T6 Can I identify and describe what places are like I can explore the location of places and their environments? Y3: Can I use images to describe a place (human physical features; rivers, hills, manmade)? Y4: Can I use images to describe a place (human physical features; rivers, hills, cities and towns)? Y5:Can I use a map to describe what a place might be like? Y6: Can I use a map to describe human settlement and land use patterns? Y3: Can I identify the countries and main cities in the U.K.? Y4: Can I begin to identify counties within the U.K.? Y5: Can I begin to identify the countries and capital cities of Europe, States of N.A.? Y6: Can I identify regions / areas of a European country or North / South America? Y3: Can I explain how physical features effect a place? Y4: Can I explain why towns/cities have developed in places (near a river etc...)? Y5: Can I explain why towns / cities have grown over time (urban spread and industry)? Y6: Can I use examples to explain why places are like they are (how and why they have developed)? Y3: Can I compare a country or city in past and present (using images)? Y4: Can I explain how a place has changed suggest how it might change in the future? Y5: Can I suggest why a country or city might change in the future based on evidence? Y6: Can I compare (using evidence) two different countries / cities and explain how they have changed over time? Can I describe where places are? Can I explain why places are like they are? Can I explain how places have changed and may change in the future?
Can I identify similarities and differences between places? Y3: Can I compare a town/city with a town/city in another country? Y4: Can I explain the similarities differences between two towns/cities? Y5: Can I use sources to gather evidence about similarities differences of local and international places? Y6: Can I use statistical evidence to compare local and international places?
Knowledge and understanding of patterns and processes, environmental change and sustainable development T1 T2 T3 T4 T5 T6 Understand geographical similarities and differences through the study of human and physical geography of a region or area of the United Kingdom (different from that taught at Key Stage 1), a region or area in a European country, and a region or area within North or South America Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Can I recognise physical and human features in the environment? Can I recognise how human and physical processes cause change? Can I recognise how people can affect the environment? Can I identify how people manage environments sustainably? Y3: Can I recognize physical human features of a rainforest (biomes, climate zone and rivers)? Y4: Can I recognize physical human features of a range of environments (volcanoes, earthquake zones and rivers, water cycle )? Y5: Can I explain the physical human features of the Earth as seen from space? Y6: Can I compare and contrast a geographical area in the past and present? Y3: Can I recognize how settlement can change how land is used? Y4: Can I explain how natural disasters cause environmental change? Y5: Can I explain changes in States of N.A.? Y6: Can I explain how colonization / immigration can cause change? Y3: Can I understand the impact of deforestation on the rainforest? Y4: Can I explain how land use and development can cause / prevent flooding? Y5: Can I explain how populations of people can affect the environment of a place? Y6: Can I explain how I, as an individual, can impact on my local environment? Y3: Can I explain how different organizations help protect the rainforest? Y4: Can I explain how different organizations help conserve water? Y5: Can I explain how natural resources are used in trade and how these are being looked after? Y6: Can I explain how a town in America use their local environment?
Breadth of study T1 T2 T3 T4 T5 T6 Pupils should extend their knowledge and understanding beyond the local area and the United Kingdom to include 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 tools and skills to enhance their locational and place knowledge. Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies Describe and understand key aspects of human geography, including: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies Can I study a locality in the UK? Can I study a locality in a less economically developed country? Can I identify how settlements differ and change? Y3: Can I locate major cities in the U.K.? Y4:Can I locate major U.K. rivers and study a city in detail? Y5: Can I name and locate famous hills and mountains? Y6:Can I study and present information on a locality in the U.K.? Y3: Can I locate countries in Europe and South America? Y4: Can I locate places where water supplies are issues and understand different use of land? Y5: Can I compare the economy of North South America? Y6: Can I compare and give reasons for the economy of North South America? Y3:Can I identify Brazilian tribes settlements (houses on stilts)? Y4: Can I identify the reasons Romans settled in Gloucester and explain how why it has changed? Y5: Can I explain the choices for Saxon and Viking settlement in the U.K.? Y6: Can I explain the choices for Mayans settlements?
Can I study an environmental issue? Can I study at a range of scales? Can I study a range of places and environments including the UK and EU Europe, North South America? Can I carry out field work investigations outside the classroom? Y3: Can I study deforestation? Y4: Can I study natural disasters (volcanic eruptions, earthquakes, flooding)? Y5: Can I study how changes in the environment can effect weather? Y6: Can I study the human impact on the environment? Y3: Can I draw my own maps and plans which have grid references, a key or colours to help identify features? Y4: Can I draw maps and plans of localities I am studying that include keys, grid references, scales, compass rose and standard OS symbols? Y5: Can I look at and make detailed maps of areas I am studying that include keys, grid references, scales, compass rose and standard OS symbols? Y6: Can I look at and make detailed maps of areas I am studying that include keys, six figure grid references, scales, compass rose and standard OS symbols? Y3: Can I study the rainforest? Y4: Can I study European places and rivers and compare to my locality? Y5: Can I study a range of locations in Europe, N. America? Y6: Can I study a range of locations in Europe, N. America S. America? Y3: Can I look at places and draw features I like or dislike, sorting them into groups? Can I take digital photographs and use them to describe a place adding geographical words? Y4: Can I make detailed sketches of the features of a location. Can I devise questionnaires to find out local opinions on an issue? Y5: Can I ensure my field sketches show layouts, patterns or movement? Can I make careful measurements of rainfall, temperature, distances, depths and record these in a suitable way (using ICT)? Y6: Can I ensure my field sketches and digital images show layouts, patterns and movement. Can I make careful measurements of rainfall, temperature, distances, depths and record these in a suitable way (using ICT)?