Year 3/4 Key Skills to be covered, taken from National Curriculum pitching at the correct year group and differentiation within plan for different groups Be specific in the key skills, and make them more understandable for children. Consider what it is YOU feel the children should learn as well as the National Curriculum: Locational Knowledge: Locate the world s countries, using maps to focus on Europe (including the location of Russia), North, and South America. Name and locate counties and cities of the United Kingdom. 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: A region of the United Kingdom. A region in a European country. 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. Mapping: Use a wider range of maps (including digital), atlases and globes to locate countries and features studied. Use maps and diagrams from a range of publications e.g. holiday brochures, leaflets, town plans. Use maps at more than one scale. Recognise that larger scale maps cover less area. Make and use simple route maps. Recognise patterns on maps and begin to explain what they show. Use the index and contents page of atlases. Label maps with titles to show their purpose Recognise that contours show height and slope. Use 4 figure coordinates to locate features on maps. Create maps of small areas with features in the correct place. Use plan views. Recognise some standard OS symbols. Link features on maps to photos and aerial views. Make a simple scaled drawing e.g. of the classroom. Use a scale bar to calculate some distances Relate measurement on large scale maps to measurements outside. Fieldwork: Use the eight points of a compass. Observe, measure and record the human and physical features in the local area using a range of methods including sketch maps, cameras and other digital devices.
Make links between features observed in the environment to those on maps and aerial photos. Enquiry Investigation Ask more searching questions including, how? and, why? as well as, where? and what? when investigating places and processes Make comparisons with their own lives and their own situation. Show increasing empathy and describe similarities as well as differences. Communication: Identify and describe geographical features, processes (changes), and patterns. Use geographical language relating to the physical and human processes detailed in the PoS e.g. tributary and source when learning about rivers. Communicate geographical information through a range of methods including sketch maps, plans, graphs and presentations. Express opinions and personal views about what they like and don t like about specific geographical features and situations e.g. a proposed local wind farm. Use of ICT/Technology: Use the zoom facility on digital maps to locate places at different scales. Add a range of text and annotations to digital maps to explain features and places. View a range of satellite images Add photos to digital maps. Draw and follow routes on digital maps. Use presentation/multimedia software to record and explain geographical features and processes. Use spreadsheets, tables and charts to collect and display geographical data. Make use of geography in the news online reports & websites. Possible Cross-curricular links, especially opportunities for English, Mathematics and Computing within teaching: English links Writing travel guides and describing places in detail using cross-curricular language and vocabulary. Mathematics links Computing links Other links Planning and costing distances involved in journeys taken. Using degrees in Celsius and Fahrenheit Reading tables and comparing differences in figures. Internet based research both at home and at school. Digi maps to be used as a way of introducing France IPADS c/c links with History as we are covering the Normans and The Angevins. Links with Spanish/ - ability to learn new words/language Possible Experiences including visits/visitors/other: Consider what could augment your planning to really enthuse the children in your class: 1. Display/Resources ideas:
Consider what resources could be brought into the classroom and what display work could be completed either before/during or after topic is taught: Map of France/labelled with places and landmarks Travel guides produced by the children can also be used to add more information to the displays. French food for lesson 6. Postcards and pictures. Atlases, travel guides. Session Key Objective from skills listed above (What is it that you want the children to learn?) 1 Make use of geography in the news online reports & websites. Locate the world s countries, using maps to focus on Europe (including the location of Russia), North, and South America. 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). Use the index and contents page of atlases. 2 Use spreadsheets, tables and charts to collect and display geographical data. Possible Activities including use of Computing and other technologies, and showing at least 3 differentiations Lesson Focus map work France and its European/World location. THERE ARE MAPS OF FRANCE/Europe AT THE BOTTOM OF THE PLAN. http://primaryhomeworkhelp.co.uk/france.html Task 1 children identify the location of France on a world map also label British Isles, equator, N/S poles, tropic lines and equator. MA In addition, label oceans from an atlas. HA in addition add names of oceans and other countries they may know. Task 2 children label a map of France using an atlas as a guide. LA children label given cities, rivers and landmarks. MA Label given cities, rivers and landmarks. Identifying the capital city and bordering countries. HA as MA with additional knowledge of features, seas and landmarks they may know. The climate in France differences from place to place (Map of France to help). Outcomes/Evidence of what they have learnt (Where will this be found? Will it be in a book? Topic book? Display? Photographic evidence? 1. Children can locate France on a world and European map. 2. Children can make links between the location of The British Isles and France. 3. Children can begin to find and identify places in France on a map. 4. Children can label neighbouring countries to France. 5. Children can use an atlas successfully. 1. Children can identify places in France on a map. Possible extension into homework if appropriate to enhance and deepen learning Children to find out more about France ( research any French artefacts to be brought in if available)
Identify and describe geographical features, processes (changes), and patterns. Make links between features observed in the environment to those on maps and aerial photos. Year 34 B1 Geography - France 2017 Children will be today looking at climate figures for different places within France and will be comparing: LA Temperature MA Rainfall, Temperature HA Rainfall, temperature and hours of sunlight. Children will have to use a map of the places in the table and explain why they believe the figures are what they are location, physical features. Children use a labelled French map to show where the places are and use knowledge of world to support their answers. 2. Children can compare and contrast climate types and suggest reasons for the differences. 3. Children can apply knowledge of France s location in the wider world/ proximity to equator/poles. 4. Children can work out differences in temperature, sunshine and rainfall and work out average amounts (c/c links with Maths). Each group will answer questions of differences between amounts, which month has the highest/lowest figures. 3 Add a range of text and annotations to digital maps to explain features and places. Add photos to digital maps. Use a wider range of maps (including digital), atlases and globes to locate countries and features studied. Use maps at more than one scale. Recognise that larger scale maps cover less area. Make and use simple route maps. Use 4 figure coordinates to locate features on maps. Use a scale bar to calculate some distances. Map Reading True and False questions about places (directions etc.) Children given a map of France and have to answer a range of questions about the countries: e.g., Paris is the capital of France; Marseille is on the Mediterranean Coast. LA focus is on questions that have a true or false answer ( geographical vocabulary still to be used) MA True and false questions and what do symbols mean on the map/ which countries border France etc. HA inference based questions Marseille is a port is that true or false? Calais is a great place to cross to England how you might know this. 1. Children can locate French places/landmarks/ human and physical features on a map and answer a range of questions about them. 2. Children can read map and identify directional positioning 3. Children can name places and landmarks in France. For next lesson children can find out more about their chosen tour guide place: Paris, Marseille, Nantes, Toulouse, Nice and Lyon.
4 Use maps and diagrams from a range of publications e.g. holiday brochures, leaflets, town plans. Label maps with titles to show their purpose WHOLE CLASS ACTIVITY. TASK 1 what questions could we ask if we wanted to find out about a place to visit on holiday? Compile a class list as stimuli for task http://primaryhomeworkhelp.co.uk/france.html http://www.kids-world-travelguide.com/france-facts.html TASK 2. (Pair work). French Travel Guide Children produce a Travel guide to France. Using the table place names - (Paris, Marseille, Nantes, Toulouse, Lyon, and Nice). How long will it take to get there from Hometown (Heysham) what are the modes of transport, which can be used? What are the sights/tourist places? What will the climate be like when they get their how much will the trip cost for a weekend/week? Maps of the places in question. 1. Children can plan a journey to specific places in France using 2. Costing, duration of travel, transport types, reasons to visit places. Links to how the Norman s and Angevins travelled between England and France. 3. Children can ask and answer a range of questions about different places in France. 4. 5 Identify and describe geographical features, processes (changes), and patterns. Link features on maps to photos and aerial views. IPAD lesson Mixed ability pairs to be used to produce guides, which can then be displayed in the class. Description of French Places ( links with table pictures) Show the children pictures of French cities/places using once again table groups as inspiration ( Paris, Marseille, Nantes, Toulouse, Lyon, Nice) ask the children to write a 1. Children can write an extended description of a place in France based on pictures of places c/c links with description writing. Children can use skills developed in English and
detailed description of a chosen place ( from a series of pictures). apply them to their broader topic work. LA scaffold notes to spell key words sentence starters. Ideas for each paragraph. MA as above with more in depth detail, key words only as scaffold. HA detailed descriptions with supporting evidence and richer descriptive vocabulary and more complex sentence structure. 6 Make use of geography in the news online reports & websites. Ask more searching questions including, how? and, why? as well as, where? and what? when investigating places and processes Make comparisons with their own lives and their own situation. Show increasing empathy and describe similarities as well as differences. French Cuisine and Culture. Children taste elements from French cuisine, write, and discuss their thoughts and opinions. Discuss realities and stereotypes of the French. Using pictures of stereotypes. Mixed ability lesson to stimulate ideas, discussion and opinions of the lesson experiences. What do the children think they know about the French way of life? 1. Children can discuss opinions on food and culture. 2. Children can compare and contrast similarities between France and where they live. 3. Children have experienced elements of French culture and increased their understanding of France.