The Willows Primary School Geography Curriculum

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1 The Willows Primary School Geography Curriculum

2 Curriculum Aims The aim of this curriculum is to ensure that our pupils develop curiosity about the world around them and make links with the wider world, recognising significant changes. They will develop an understanding of the Earth s key human and physical processes and the varying uses of landscapes and environments. By the end of their time at The Willows, children should be able to use a wide range of maps to develop their knowledge of globally significant places. They will be able to collect and analyse a range of data and communicate geographical information in a variety of ways. Curriculum Requirements The statutory National Curriculum requirements are as follows: 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

3 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.

4 Key Stage Two 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

5 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 Skill Strands Throughout their time at The Willows, pupils will work with a variety of different maps and data to develop their geographical knowledge. Older children should be able to use a wider range of maps and geographical information than the younger ones. This part of the curriculum is designed so that expectations are clear for children at the end of each phase. Where possible, teachers should try to plan lessons where children use a range of skills and resources to develop their understanding. Teachers should use these skill strands to ensure that progression is shown throughout the school and work is pitched at the appropriate level. The skills should progress as follows: Maps, globes and atlases Year 1 Year 2 Year 3 Name and locate the 4 countries in the United Kingdom and begin to recognise some basic characteristics of these countries, for example the landscape. Identify the 7 continents, alongside locating any countries linking to themes. Devise simple maps using pictures. Name and locate the 4 countries in the United Kingdom as well as their capital cities and the surrounding seas. Recognise basic characteristics of these countries, for example the landscape. Identify the 7 continents and the 5 oceans alongside locating any countries linking to themes. Devise simple maps using pictures and basic symbols in a key. Begin to locate the world s countries, in particular using maps to focus on Europe, including Russia, and North and South America. Recognise the environmental regions of the countries being studied. Name and locate the capital cities within the United Kingdom. Begin to name and locate counties within the United Kingdom.

6 Year 4 Year 5 Year 6 Locate the world s countries, in particular using maps to focus on Europe, including Russia, and North and South America. Recognise the environmental regions of the countries being studied. Begin to name and locate the counties and capital cities within Europe. Locate the world s countries, in particular using maps to focus on Europe, including Russia, and North and South America. They should also be able to name the main cities within these parts of the world. Name and locate the counties. Recognise and understand land-use patterns and aspects that have changed over time. Locate the world s countries, in particular Europe, including Russia, and North and South America. Name the main cities within these parts of the world. Name and locate the most counties in the UK. Use and recognise topographic features of the Earth, including mountains and hills etc. 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). Directions Year 1 Year 2 Year 3 Year 4 Year 5 Use directional language such as near, far, left or right, to describe the location of features, enabling them to describe simple routes on a map. Use simple compass directions, such as North, South, East and West, enabling them to describe simple routes on a map. Use the 8 compass points to build on their knowledge of the United Kingdom and the wider world. Use Ordnance Survey maps and use symbols/keys when creating or using maps. Use digital computer mapping. Use the 8 compass points and a four figured grid reference to build on knowledge of the United Kingdom and the wider world. Use Ordnance Survey maps and use symbols/keys when creating or using maps. Use digital computer mapping (must understand this). Use the 8 compass points and a six figured grid reference to build on knowledge of the United Kingdom and the wider world. Draw plans and maps at a range of scales using Ordnance Survey standard symbols and keys.

7 Year 6 Use the 8 compass points and a six figured grid reference to build on their knowledge of the United Kingdom and the wider world. Draw plans and maps at a range of scales using Ordnance Survey standard symbols and keys. They should also be able to add other geographical evidence to them. Landmarks Year 1 & 2 Recognise simple landmarks using aerial photographs. Human & Physical features Year 1 Year 2 Year 3 Year 4 Year 5 Recognise and name basic human and physical features using some simple geographical language (physical features cliff, beach, season and for human features city, town and house). Identify seasonal and daily weather patterns in the United Kingdom. Locate the hot and cold areas of the world in relation to the Equator. Understand geographical similarities and differences between a small area of the United Kingdom and a contrasting non-european country. Recognise and name basic human and physical features using simple geographical language (physical features cliff, beach, season and for human features city, town and house). Locate the hot and cold areas of the world in relation to the Equator and should recognise and locate the North and South Poles. Understand geographical similarities and differences between a small area of the United Kingdom and a contrasting non-european country. Identify human and physical characteristics of the United Kingdom. Use geographical vocabulary to describe and understand human and physical characteristics, such as for physical features water cycle, mountains and for human features land use. Identify human and physical characteristics of the United Kingdom. Use geographical vocabulary to describe and understand human and physical characteristics, such as for physical features climate zones, water cycle, mountains and for human features land use and economic activity. Describe and understand key aspects of physical and human characteristics of the United Kingdom. Use geographical vocabulary to describe and understand human and physical characteristics, such as for physical features climate zones, water cycle, mountains and for human features land use, economic activity.

8 Year 6 Describe and understand key aspects of physical and human characteristics of the United Kingdom. Use geographical vocabulary to describe and understand human and physical characteristics, such as for physical features climate zones, water cycle, mountains and for human features land use, economic activity. Describe and understand the distribution of natural resources including energy, food, minerals and water. Observational skills/fieldwork Year 1 & 2 Year 3 & 4 Year 5 & 6 Note: Use fieldwork and observational skills to study the geography of their school and its ground. Recognise key human and physical features of the school s surrounding environment. Observe, record, and present the human and physical features in the local area. Observe, record, and present the human and physical features in the local area using a range of methods. These can include: sketching maps, plans, creating graphs and using digital technologies, such as taking videos/photos. (For lower KS2 these may be more guided and modelled than in upper KS2, where the children should be able to choose their own appropriate recording methods).

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