Geography Curriculum 2014

Transcription

1 Geography Curriculum 2014 Aims To ensure that all children: develop knowledge of the location of places of global significance, their defining physical and human characteristics and how they relate to one another; this place knowledge should provide a sound context for understanding processes understand the processes that give rise to key physical and human features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of processes interpret a range of sources of information, including, globes, aerial photographs and Geographical Information Systems (GIS) communicate information in a variety of ways, including through and writing at length.

2 Geography Curriculum Whole School Overview Geography (Y6) Name & locate counties, cities, regions & features of UK Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones Study a region of Europe, and of the (PERU) Understand biomes, vegetation belts, land use, economic activity, distribution of resources, etc. Use 4- and 6-figure grid references on OS Use fieldwork to record & explain areas Geography (Y5) Name & locate counties, cities, regions & features of UK Understand latitude, longitude, Equator, hemispheres, tropics, polar circles & time zones Study a region of Europe, and of the Americas (BRAZIL) Understand biomes, vegetation belts, land use, economic activity, distribution of resources, etc. Use 4- and 6-figure grid references on OS Use fieldwork to record & explain areas Geography (Y1) Name & locate the four countries and capital cities of the United Kingdom using atlases & globes identify seasonal / daily weather patterns in the UK and the location of hot and cold areas of the world Use basic vocabulary to refer to local & familiar features Use four compass directions & simple vocab Geography Geography (Y4) Locate world s countries, focussing on Europe & ASIA (India) focus on key physical & human features Study a region of the UK (not local area) Use 8 points of compass, symbols & keys Describe & understand climate, rivers, mountains, volcanoes, earthquakes, water cycle, settlements, trade links, etc. Use fieldwork to observe, measure & record Geography (Y2) Name & locate world s continents and oceans Compare local area to a non- European country (Madagascar) Use basic vocabulary to describe a less familiar area Use aerial images and other models to create simple plans and, using symbols Use simple fieldwork and observational Geography (Y3) Locate world s countries, focussing on Europe & NORTH AFRICA (Egypt) focus on key physical & human features. Study a region of the UK (not local area) Use 8 points of compass, symbols & keys Describe & understand climate, rivers, mountains, volcanoes, earthquakes, settlements, trade links, etc. Use fieldwork to observe, measure & record Study the water cycle

3 Coverage across the school Map Skills and Our Understanding of the World Identify countries in the UK (England, Wales, Scotland, Northern Ireland) Identify London and Folkestone. Capital cities London Cardiff Edinburgh Belfast Europe European, eg. France. Identify Eiffel Tower in Paris. Local Area Look at the physical and human features of Folkestone. Recap year 1 English Channel Canterbury city The county of Kent. Rivers Thames Seas Irish sea North sea English Channel Atlantic Ocean Children should name and locate all 7 continents. Madagascar European e.g. Spain Germany Identify Berlin wall. Children should name and locate the 5 oceans. Recap years 1 and 2 Maidstone Neighbouring counties: Essex, East Sussex and Greater London. Other areas of interest e.g. Channel Islands Capital cities A range of major European cities e.g Madrid Paris Berlin etc. Egypt N.America S.America Australasia Antarctica Pacific and Atlantic (in more depth) The Water Cycle Recap year 1, 2 and 3 A range counties in England. Cities e.g Cambridge Oxford North Sea Capital Cities a range of world cities in North and South America and Asia e.g. Mumbai, Beijing, New York, Buenos Aires, Rio de Janeiro etc. India Trade Links European countries e.g.first olympics Colosseum Indian Ocean (in more depth) Equator Tropic of Cancer Tropic of Capricorn Recap year 1, 2, 3 and 4 Cities e.g. Manchester Liverpool Birmingham Capital Cities a range of world cities in Africa, Australasia e.g. Nairobi, Cape Town, Accra, Sydney, Melbourne, Canberra, Wellington, Christchurch etc. A range of main European countries. Brazil Arctic Ocean Southern Ocean (in more depth) Natural resources Northern and Southern hemisphere Recap year 1, 2, 3, 4 and 5 A range of countries in all continents A range of World Cities in all continents Mountain Ranges e.g The Grampians / Highlands The Alps Snowdonia North America Peru Rivers e.g Medway Stour (local) Seine The main seas e.g. Arabian sea Mediterranean sea Gulf of Mexico etc. Time zones Prime/Greenwich Meridian

4 GEOGRAPHY CORE SKILLS Geographical enquiry F Teacher led enquiries, to ask and respond to simple closed questions. Use information books/pictures as sources of information. Investigate their surroundings. Make first-hand observations about where things are e.g. within school or local area. Children encouraged to ask simple questions; Where is it? What's it like? Use NF books, stories,, pictures/photos and internet as sources of information. Investigate their surroundings Make appropriate observations about why things happen. Make simple comparisons between features of different places. Begin to ask/initiate questions. Use NF books, stories, atlases, pictures/photos and internet as sources of information. Investigate places and themes at more than one scale Begin to collect and record evidence aided begin to draw conclusions e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations. Ask and respond to questions and offer their own ideas. Extend to satellite images, aerial photographs Investigate places and themes at more than one scale evidence with some aid draw conclusions e.g. make comparisons between locations photos/pictures/ Begin to suggest questions for investigating Begin to use primary and investigations. Investigate places with more emphasis on the larger scale; contrasting and distant places evidence unaided draw conclusions e.g. compare historical of varying scales e.g. temperature of various locations - influence on people/everyday life Suggest questions for investigating Use primary and investigations. Investigate places with more emphasis on the larger scale; contrasting and distant places evidence unaided draw conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it Communicating in different ways Writing - poetry, lists, expressing own views, letter. Expressing own views through speaking. Give simple reasons for likes and dislikes. Use simple Writing - poetry, lists, expressing own views, letter. Expressing own views through speaking. Give detailed reasons for likes and dislikes. L2 - express views on the environment of a locality and recognise how people affect the environment. L2 - Begin to use appropriate Writing - poetry, newspaper, , letter different views of people including themselves. L3 - They develop the use of appropriate vocabulary to communicate their findings Explore issues through discussion or through drama using role play e.g. views on building new quarry Writing - poetry, newspaper, , letter, charts, graphs different views of people including themselves. L3 - They develop the use of appropriate vocabulary to communicate their findings Poetry, newspaper, , persuasive writing, charts, graphs, overlays different views of people including themselves. L4 - They use primary and investigations and communicate their findings using appropriate Poetry, newspaper, , persuasive writing, charts, graphs, overlays Give increased detail of views, give detailed reasons influencing views and how they are justified L5 - They select info. and sources of investigations and present their findings both graphically and in writing. Fieldwork Field sketches. Make standard or non -standard measurements Study the key human and physical features of the schools environment. Labelled field sketches Make sound recording Interview local person Make standard or non -standard measurements standard measurements Labelled field sketches Make sound recording Interview local person Make standard or non -standard measurement standard measurement Plans and Graphs standard measurement Plans and Graphs Digital technologies.

5 GEOGRAPHY CORE SKILLS Map Skills F Use relative vocabulary bigger/ smaller, like/unlike Draw round objects to make a plan Drawing of picture using own Follow directions - up, down, left, right, forwards, backwards Use, atlases and globes to identify the UK and its countries. Use locational language eg. Near, far to describe routes on a. Represent different sizes of objects and relation to each other Make a plan of objects from a birds eye view using aerial photographs Use of agreed symbols on simple Construct a key using symbols Draw of real and imaginary places Follow directions - north, south, east and west Use a plan to follow a route Use, atlases and globes to identify countries, continents and oceans under study. Simple scale drawing of classroom e.g. 1sq cm - 1 sq m. Use large scale for locality work Develop standard symbols to form a key and use them on a Follow directions - north, south, east and west (develop into 8 points of compass) Make a sketch from a birds-eye view (real or imaginary) Co-ordinates - letter/ number using a plan or large scale Draw a route, showing main features as they appear Interpret symbols from a key on OS Develop standard symbols to form a key and use them on a Use large detailed scale for locality work Draw simple thematic based on own data Locate places on OS using 4 figure grid references Use the 8 compass points for direction. Recognise OS symbols Use of OS for routes and wider interpretation Introduce ideas of slope and height using contour lines on OS The globe as a flat Use 4 figure grid references to locate features on an OS Follow a route on a small scale and describe features seen Locate and label with key features, using a key where appropriate Begin to identify with scales Use digital/computer ping to locate countries and describe features studied. Expand use of OS symbols Interpret and identify relief features Interpret distribution The globe as a flat Use 6 figure grid references to locate features on an OS Latitude and longitude on atlas as locational guides Follow a route on a small scale and describe features seen Measure straight line distance on a plan Scale drawings e.g. plan of school Scale can be shown in different ways Comparison and interpretation of scales