New Earswick Primary School

Geography Curriculum

Geography for the pupils of New Earswick Primary School Whole School Topics Our Geography curriculum has been developed to allow each child to gain a progressive understanding of the physical world from where we Nursery EYFS Year 1 Year 2 live, to far off lands. Each year group is given the opportunity to learn  Harvest On  On Safari  Dinosaur  Ice Age about New Earswick and how it has changed over time. The Farm  Polar Disaster  Castles and  Splash  Seasons  Neil dragons  A Step in Time  Who Can Help  The Big Blue Armstrong/  Stone Age Tim Peake  Discovery Me?  The Street  New Earswick Where I Live  Kings and  Me, Myself and I Queens  New Earswick Skills

We have designed a progression of learning opportunities through ‘big ideas’ so that we can teach geographical skills:  Locate  Observe Year 3 Year 4 Year 5 Year 6  Describe & explain  Egypt  Industrial  Inequality in  Industrial  Collect & present information  Tutankhamun Revolution Victorian Revolution-  Joseph  New Earswick times Titanic  Use directional & locational language   Rowntree  Warriors- Iceni Dr Barnardo World Wars-

Barriers  Life as a  Queen of the (WCR) leaders Stakeholders have identified that our pupils lack confidence and life Roman Soldier Iceni Boudicca  Viking Invasion  Non-European compared to (Anglo society experiences. Our entire curriculum, including Geography, promotes Ancient Greek nightmare!) compared opportunities to be Braver, Stronger and Smarter. Every topic is life  New Earswick New launched with an immersion day to encourage family engagement. An Earswick/York immersion day is built around the whole school topic and brings experiences to the pupils which they would unlikely ever experience otherwise.

National Curriculum Coverage

Early Years Key Stage 1 Key Stage 2  Talk about members of their immediate family and Locational Knowledge Locational Knowledge community  Y1 Dinosaur Disaster: Locating species from different continents  Y4 Shackleton’s Journey Art link: Location & position of Equator & Circles.  Draw information from a simple map  Y2 Castles & Dragons: Compare castles from all four countries (UK).  Y4 New Earswick: Nearby counties & cities, e.g. North Yorkshire.  Y5 Rainforests or Viking: Locating & comparing York & South America (Manaus) including  Recognise similarities and differences between life in this Place Knowledge country and other countries Tropics, longitude & latitude or comparison with Scandinavia.  Y1 New Earswick: Similarities & differences between New Earswick &  Y6 Russia: Physical & human characteristics. Map work inc time zones.  Explore the natural world around them York, Western Australia.

 Describe what they see, hear and feel outside Place Knowledge Human & Physical Geography  Recognise some environments are different to where they  Y3 Egypt: Comparison of York & Egypt, e.g. Ouse, Foss and Nile.  Y1 Science link: Seasons live  Y5 Rainforests: Comparing York & South America (Manaus).  Y1 New Earswick: Simple mapping of ‘where we live’. Country, city &  Understand the effect of changing seasons on the natural village. Human & Physical Geography world around them  Y2 Ice Age: Weather conditions then & now. Significant locations of warm  Y3 Science link: Rocks & Volcanoes & cold climates.   Y2 New Earswick: Locality & simple mapping of ‘chocolate factories’. Y4 Science link: Water Cycle  Y5 Rainforests & Art Link: Topographical maps (physical geog) OR Viking settlements. Geographical Skills & Fieldwork  Y6 Russia/Industrial/WW: Trade links, battlegrounds or home front.  Y1 Dino Disaster: Using maps to place dinosaurs in continents.  Y1 & Y2 New Earswick: To map & describe where they live or a significant Geographical Skills & Fieldwork location. Local Study.  Y3 New Earswick: How has the village changed? Evidence from maps, atlases. 8 compass points.  Y2: N,S, E & W.  Y4 New Earswick: Physical geog over time, e.g. buildings, architecture. 4-figure grid ref.  Y5 New Earswick: York & Settlements, e.g. Digs  Y6 New Earswick during the war. 6-figure grid reference.

Skills Progression Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 I can name the five oceans. I can name the 4 capital cities I can compare the human and I can name and locate on a map I can locate North and South America I can describe time zones. within the UK. physical features of our local area. counties (N, S & W Yorkshire & and their environmental regions. I can name the world’s East Riding ) I can name and locate some European seven continents. I can locate some of the world’s and key cities within them. I can identify the countries, detailing their physical and I can name the seas surrounding countries using a map focussing on Tropics of Cancer & Capricorn. human characteristics. the UK. Europe (UK, Australia, Egypt, Italy, I can locate the Arctic & and Greece). Antarctic Circles & their I can name some major cities in leading I can identify land-use patterns. I can locate the North & South hemispheres. world countries. Pole. I can locate the Equator. I can understand how some of these aspects have changed over time.

I can describe hot and I can locate hot and cold places I can describe some geographical I can explain some of the I can explain geographical similarities I can explain patterns in physical and cold countries. such as The North Pole & similarities and differences within geographical similarities and and differences of the UK and a region human changes. Australia. a region of the UK (North differences of regions of the UK within North or South America I can talk about places close Yorkshire). (N,S,W Yorkshire & East Riding) (Manaus). I can describe how change can lead to and far away. I can talk about the location of hot similarities between places. and cold areas of the world in I can compare York and Egypt or I can explain why people choose to live I can talk about some relation to the Italy/Greece (European). nowledge in contrasting areas. geographical Equator and the North and South similarities and Poles. differences of New Earswick I can compare settlements within the

Place Place K (York) & York, Australia. I can describe some similarities & UK. differences of a small area of the UK (York) & a place within Arctic Circle. I can begin to use basic I can use basic geographical I can describe how a place has I can identify climate zones and I can describe and compare different I can present the distribution of natural

Geographical vocabulary to vocabulary. changed over time (New Earswick). biomes. types of settlement (New Earswick & resources including energy, food,

describe places. York) minerals and water. I can name key physical features. I can explain how volcanoes are I can explain how environments I can observe and describe formed & where they are found. can change & how this can pose I can identify types of settlement and I can discuss how economic activity weather associated with the I can name key human features. dangers. (York & Ice Caps) land use. including trade links across the world is

seasons. I can describe the River Ouse. affected by the distribution of natural Geography I can talk about the stages of the I know where some of the key rivers resources (Russia).

Human & Physical Physical & Human Water Cycle. are (Amazon, Nile, Severn, and Ouse.) I can use large maps to I can use simple compass I can use the eight points of a I can use four figure grid I can discriminate between sources of I can use digital technologies to mark key locations, e.g. directions (N, S, E, W). compass. references. information. describe and create a map. continents, UK, New Earswick. I can use locational and directional I can read a simple map & key. I can identify symbols and keys I can collect and present information I can use 6 figure grid references. language (near and far; left and when using maps (including the about people and places. (Line graphs) I can use aerial photographs right]) to describe the location of I can identify some standard OS use of Ordnance Survey maps). I can give accurate conclusions using & IPads to recognise and features and routes on a map. map symbols. I can suggest questions for my information. record what I see. I can suggest ways to record my fieldwork. I can create a simple map with a I can record information in a given observations. I can analyse data about populations I can use a simple map. key. format, e.g. sketch, bar chart. I can offer explanations for some and places. features in fieldwork.

YEAR 1

A Step in Time Discover Me, Myself and I Autumn 1 Autumn 2 Spring 2 Summer 2 Year 1 Year 1 Year 1 Year 1 Dinosaur Disaster Discrete Geography Discrete Geography New Earswick Joseph Rowntree- Tim Peake/ Neil Armstrong Kings and Queens homes National Curriculum Locational Knowledge and Fieldwork Locational & Place Knowledge, Locational & Place Knowledge, Human & Locational Knowledge, Human & Human & Physical Geog and Physical Geog and Fieldwork Physical Geog and Fieldwork Fieldwork Skills Progression and Assessment  I can name the five oceans.  I can name the country I live in.  I can name the 4 countries of the UK.  I can name the country I live in. Locational     Knowledge I can name the world’s seven I can name the continent I live I can name the five oceans. I can name the continent I live in. continents. in.  I can name the world’s seven continents.

Place Knowledge  I can talk about places close and far  I can talk about the weather in  I can describe hot and cold countries. away. my local area & in my country.  I can talk about places close and far away.

 I can talk about some geographical similarities and differences of New Earswick (York) & York, Australia.

Human & Physical  I can observe and describe  I can begin to use basic Geographical  I can begin to use basic Geography weather associated with the vocabulary to describe places. Geographical vocabulary to seasons. describe places where I live. Name, explain & compare.

Skills & Fieldwork  I can use large maps to mark key  I can record the weather in  I can use large maps to mark key  I can use large maps to mark key locations, e.g. continents. simple ways. locations, e.g. continents, UK, New locations, e.g. UK, York & New Observe, collect Earswick & Australia. Earswick. & present.  I can talk about the weather I have seen and recorded.  I can use aerial photographs & IPads to recognise and record what I see.

 I can use a simple map.

Suggested tasks  Ocean & continent songs  Weather reports- Ipads.  Close or far away game.  Where I live ‘circle craft’, e.g.  Place dinosaurs onto continents.  Record weather patterns with  Sort & classify locations, weather… village, city, country & continent.  Use juicy jargon uni-fix cubes.  Pack a bag, choose an outfit for each  Local observation walk or hunt.  Continent balloons.  Use juicy jargon country & compare items.  Posting a letter home.  Sort and classify  Look at photos & maps to answer  ‘Pin the school on the map’. questions.  Photo gallery with talking tins.

Vocabulary continent Dino names here weather local cold house close here house local school ‘Juicy Jargon’ N.America past where seasons pattern water village far where village changes path S.America prehistoric there village changes city same there city route grass Europe before city same country different my country Joseph here Africa country country different continent our continent Rowntree where Asia hot oceans locate there Australasia rain locate building my Antarctica clouds buildings shop our ocean sun fields field Pacific dry trees farm Atlantic England beach England Indian York York Arctic fieldwork Southern New Earswick Links to learning and assessment points

  Know that  Know that Outcomes: To name where I live & locate York on a To be able to name all seven continents. To recognise different types of weather. To know I live in New Earswick, York, Geographical jle map. simple map of the UK. England. Knowledge To locate all seven continents on a simple To name all four seasons. map. To name & locate the country I live in Prove thateeee To use basic vocabulary such as village, To be able to compare the seasons on a simple world map. To name all five oceans. school, trees, roads to describe where I using basic vocabulary. live. To locate all five oceans on a simple map. To know & give an example of a place close and far away. To know they live in Europe. To collect information (photos) and To name and compare some hot and talk about what I can see. cold places.

Previous EYFS: EYFS: EYFS: EYFS: Draw information from a simple map Understand the effect of changing Draw information from a simple map Talk about members of their seasons on the natural world around Recognise similarities and differences immediate family and community them between life in this country and other countries

Next Year 2: Links to Science: Year 2: ICE AGE Year 2-6: Local Study ICE AGE Year 1: Seasonal changes  Builds on features of physical & human  Prepares pupils to understand how Year 4: Water Cycle  Builds an understanding of our geography, e.g. The North Pole, the the Earth physically changes over Year 5: Earth and Space (the sun) local environment over time: Arctic. time.  Y2: Joseph Rowntree- chocolate  Allows for contrast between physical & Year 2: ICE AGE in time human features.  Prepares understanding for the  Y3: New Earswick- changing  Prepares understanding for position in Ice Age and cold places. village relation to the Equator & Poles.  Prepares understanding for  Y4: New Earswick- architecture locating The North & South  Y5: New Earswick & York- Poles. settlements  Builds on types of physical  Y6: New Earswick during the war- geography. social history.

YEAR 2

A Step in Time Discover Me, Myself and I Autumn 1 Autumn 2 Spring 2 Summer 2 Year 2 Year 2 Year 2 Summer 2 Year 2 Ice Age Stone Age Castles and dragons (medieval) New Earswick local history Factory and chocolate National Locational & Place Knowledge, Human & Locational & Place Knowledge, Human & Locational Knowledge, Human & Physical Locational Knowledge, Human & Physical Curriculum Physical Geog and Fieldwork Physical Geog and Fieldwork Geog and Fieldwork Geog and Fieldwork Skills Progression and Assessment I can locate the North & South Pole. I can name the village, city and country I I can name & locate the 4 countries within I can name and locate the village, city and live in. the UK and identify the borders. country I live in.

Locational

Knowledge I can name the 4 capital cities within the UK. I can name the 4 capital cities within the UK.

I can name the seas surrounding the UK. I can name the seas surrounding the UK.

Place I can locate hot and cold places such as the I can describe some similarities & Knowledge North Pole & Australia. differences of New Easrwick & a typical Stone Age village. I can talk about the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

I can describe some similarities & differences of a small area of the UK (York) & a place within Arctic Circle. Human & I can use some geographical vocabulary. I can use some geographical vocabulary to I can name key physical features such as I can use some geographical vocabulary. Physical describe what it was like during the Stone rivers, fields. I can name some physical features. Age, e.g. fields, caves. I can name key physical features. Geography I can name human features such as castles, Name, I can name key physical features. moats. I can name key human features. explain & compare.

Skills & I can use simple compass directions: North & I can use locational and directional I can use simple compass directions (N, S, E, I can use simple compass directions (N, S, E, South. language (near and far; left and right]) to W), e.g. Scotland is North. W). Fieldwork describe the location of features and Observe, routes on a map. I can use locational and directional language (near and far; left and right]) to describe collect & I can create a simple map of a Stone Age features of New Earswick.

present. village with a key. I can create a simple map with a key of New Earswick incl factory. Suggested  Compare the Arctic & Antarctic.  I spy with images from Stone Age &  Explore castles in each country of the UK in  Meet and talk to village residents  How Cold? Ice cube experiments. present day. Same? Different? prep for designing.  Look at the past & present location for the tasks  Ask & answer questions about temperatures in  Map symbol pairs (match the symbol to  Compare/rank the castles & locations. chocolate factory. hot and cold places. its feature).  Label images of castles, colour code physical  Create geography ‘Must Haves’ for a factory,  Distinguish between what Earth was like then  Create a simple map of a Stone Age & human features. e.g. rivers or roads for transport. Villages for and now. village (physical features).  ‘Jigsaw’ of the UK. Put the countries back workers.  News report from the ‘Ice Age’ describing the  Escape the predator, e.g. plan a route together again.  Look at images of New Earswick & York. changes in land. through the village. What’s the same? What’s different?  PE links/Set up escape route in the hall or  Create a simple map & key of the Rowntree playground. Guide a partner through. Factory. Vocabulary North Pole habitats find New Earswick millions move UK: England name find New Earswick name find South Pole sort cold York thousands find Ireland compare water York compare water ‘Juicy Equator classify past England past live Scotland monarch great factory local past map/globe changes break same forward lived Wales land same changes think Jargon’ Earth water different back past North Sea different Joseph thought glaciers beautiful village History English Channel village Rowntree another freeze map Stone Age Irish Sea rivers, fields land key changes Atlantic Ocean roads changes caves, fields North, South, East locate tundra forests & West transport compare route castle left, right North & South left, right river, moat N,S,E & W locate near, far locate Key fieldwork Links to learning and assessment points Outcomes: To locate the North & South Poles on a map or To know that the Earth (land) has changed To name the 4 countries & capital cities To name the 4 countries & capital cities Historical globe. over time. within the UK. within the UK and locate on a simple map.

To explain why the North & South Poles are Knowledge To know that in the past there were more To name the seas surrounding the UK. To use physical and human geography terms cold. physical features than human, e.g. Stone such as factories, rivers, roads, transport

Age people lived in caves first. To know human features are manmade, e.g. when describing. To know of the Equator & countries near it are buildings, houses. hot. To identify and name some key symbols, To create a map with relevant key symbols

e.g. trees, water, mud & river. To recognise and locate N,S,E,W on a such as footpath, road & building. To use geographical vocabulary (see Juicy compass & simple map. Jargon) when describing Arctic Circle. Previous YEAR 1 Year 1 YEAR 1 EYFS Dinosaur Disaster Map Work & New Earswick Dinosaur Disaster  My family & my home.  Continents  Locating York.  The continent we will on.

Weather  Where we live & what it is like Year 1: New Earswick  Seasons and weather changes. now. New Earswick  Where I live?  Hot and cold places.  Build on geographical vocabulary in  Building on ‘Where do I live?’ Village,  Builds on geographical vocabulary in preparation for key symbols. City… preparation to separate into physical & human.

Next Year 3 Year 3: Year 3 Local Study Locating the Equator. Comparing & mapping the village of New Preparation for 8 points of a compass.  Y3: New Earswick- changing village Locating other countries beyond position near Earswick. York is within the country of North Yorkshire.  Y4: New Earswick- architecture North & South Pole and across other  Y5: New Earswick & York- settlements continents, e.g. Egypt. Year 5: YEAR 4  Y6: New Earswick during the war- social Vikings & New Earswick: settlements. Links onto buildings & architecture (human history. Understanding more about other physical Why people choose to live/settle in features.) features such as rivers & volcanoes. certain areas?

YEAR 3

A Step in Time Discover Me, Myself and I Autumn 2 Spring 2 Summer 2 Year 3 Spring Year 3 Year 3 Egypt Life as a soldier (Roman and Greek) Troy New Earswick- a changing village National Curriculum Locational & Place Knowledge, Human & Physical Locational Knowledge, Human & Physical Geog and Locational & Place Knowledge, Human & Physical Geog and Fieldwork Fieldwork Geog and Fieldwork I can locate some of the world’s countries using a map I can locate some of the world’s countries using a map I can compare the human and physical features of Locational Knowledge focussing on Europe (UK & Egypt). focussing on Europe (UK, Italy, and Greece). our local area.

I can locate the Equator. I can locate the Equator. Place Knowledge I can compare geographical features of York and I can describe some geographical similarities and Egypt, e.g. location, climate, terrain, and rivers. differences within a region of the UK (North Yorkshire).

Human & Physical I can describe the River Ouse. I can explain how volcanoes are formed & where they are I can describe how a place has changed over time Geography found. (New Earswick). I can explain that rivers have a source and a mouth. Name, explain & I can explain that volcanoes are a feature of physical I can use physical and human features in my compare. geography. descriptions.

Skills & Fieldwork I can record information in a given format, e.g. I can present a labelled, cross-section diagram of a I can use the eight points of a compass. diagram of a river. volcano. Observe, collect & I can read a simple map & key. present. I can begin to talk about the eight points of a I can talk about the eight points of a compass, e.g. Italy is compass, e.g. From the UK, Egypt is South East. mostly North West from Greece. I can identify some standard OS map symbols.

I can record information in a given format, e.g. sketch of the village, or map with OS symbols.

Suggested tasks  Look at photos of the River Ouse & Nile.  Map work (locating). Pin ‘where we’ve been in  Look at now and then images  Same? Different? lessons, e.g. UK, Egypt, Italy & Greece’.  OS Symbol BINGO!  Create a foil tray or soil replica (Forest Schools)  Build on from KS1, can they also locate & name the  Explore OS maps of New Earswick. Can they of the Ouse. continents & oceans/seas, e.g. Italy is in Europe. Its identify some symbols?  Rice Krispie rivers. capital is Rome and it is in the Mediterranean Sea.  Map how the village has changed. Side by side  Compare areas around York & a small area of  Label & use 8 points of a compass to describe comparison. Egypt, e.g. Geography Globes. direction from one another.  Answer questions about the changes.  Fieldwork walk to the Foss or Ouse. Create  Science links: build a volcano.  Understand the location of NEW compared to sketches, take photos.  Cross-Section diagram of volcano. York, England etc.

Vocabulary country &area identify build Italy compare describe New Earswick reliability build ‘Juicy Jargon’ UK transport describe Rome appearance centre York period business Egypt & Cairo sketch earth Greece properties earth village relevant busy Ouse diagram important Athens organic matter extreme physical & human information centre Nile island Equator Vesuvius famous compare variety complete river length Mediterranean Sea diagram important change historical decide source & mouth natural Continents label island develop figure earlier tributary position Europe solid natural map industry famous floodplain purpose rocks rock notice location Joseph natural bend/ meander through volcano sediment position fieldwork Rowntree position terrain vent metamorphic through Ordinate Survey purpose environment ash symbol library biome magma chamber key through North East conduit same/different various South East lava North East North West physical features South East South West North West fieldwork South West

Outcomes: To locate Egypt & the Equator on a world map. To locate Italy & Greece on a world map. To know and describe how the village of New Geographical Knowledge Easrwick has changed. To name the continent in which Egypt is on & its To name the continent in which Italy & Greece are on & capital city. their capital cities. To compare physical and human geography terms such as overtime the village has more human To know rivers are physical features and start from a To know volcanoes are physical features. features such as houses, shops & transport links source. when describing. To know & identify the basic features of a volcano: vent, To know & identify the basic features of a river: ash cloud, magma chamber, lava & conduit. To read & create simple maps with standard OS source, mouth, bend/meander, tributary & floodplain. symbols such as footpath, school, nature reserve, To know the 8 points of a compass & use them when road & building. To name their local rivers: Ouse & Foss. describing locations/positions.

Previous Year 1 Year 1 & 2 Year 1  Hot & cold places.  Adds further locational knowledge around  Where I live? continents and oceans.  Builds on geographical vocabulary. Year 2  Builds on knowledge of the Equator and Year 2 countries being hot.  New Earswick- the importance of the location  Move from 4 points to 8 points of a compass. of the factory. Why it moved?  Builds on knowledge of physical geography  Builds on naming physical & human features features by introducing parts of a river. in preparation to compare change.  Naming physical and human features.   Family beliefs Next Year 4 Year 4 Year 4  Understanding more about other physical  Applying directional language & compass points to  Preparation for using & apply OS symbols in features such as water cycle. map reading. counties, e.g. East Yorkshire.  Identifying climate zones & geographical features  Suggesting ways to record their observations. such as biomes. Local Study  How changes in climate can pose dangers.  Y4: New Earswick- architecture  Y5: New Earswick & York- settlements Year 5  Y6: New Earswick during the war- social  Knowledge & location of key rivers across history. different continents, e.g. Amazon. YEAR 4

A Step in Time Discover Me, Myself and I Autumn 2 Spring 2 Summer 2 Year 4 Spring 2 Year 4 Year 4 Discrete Geography Shackleton’s Journey- links to Art & Science New Earswick Architecture Animals & Habitats and States of Matter National Locational & Place Knowledge and Fieldwork Locational Knowledge, Human & Physical Geog and Fieldwork Locational Knowledge, Human & Physical Geog and Curriculum Fieldwork I can name and locate on a map counties (N, S & W Yorkshire & I can locate the Arctic & Antarctic Circles & their hemispheres. I can name and locate on a map counties (N, S & W East Riding) and key cities within them. Yorkshire & East Riding) and key cities within them. Locational Knowledge I can name and locate on a map the county of Greater London. I can explain that York is within North Yorkshire.

Place I can explain some of the geographical similarities and differences of regions of the UK (N,S,W Yorkshire & East Riding) Knowledge

Human & I can identify climate zones and biomes. I can identify many physical features within the local area.

Physical I can explain how environments can change & how this can pose dangers. (York I can explain that land use changes over time. is the Geography and flooding & Ice Caps) swapping the land’s use for a different purpose by humans.

Name, I can name and explain the 4 stages of the Water Cycle. I can compare how land use has changed in New Earswick, explain & e.g. more housing, school built in 1912, factories, farming, I can talk about evaporation and condensation in more detail. and nature reserves. compare. I can identify symbols and keys when using maps (including the I can suggest ways to record my observations, e.g. labelled diagram, voiceover. I can use four figure grid references, e.g. Eastings. Skills & use of Ordnance Survey maps) of local counties. Fieldwork I can identify symbols and keys when using maps (including I can begin to use four figure grid references. the use of Ordnance Survey maps). Observe, collect & present. Suggested  Add grid references to a given map of the local area, e.g.  Map work to include hemispheres, 8 point compass and Arctic & Antarctic  Use fieldwork to locate modern and older housing. New Earswick, York. Circles.  Take photos & sketches of key buildings. tasks  Battleship grid references, e.g. put a cross in 03, 04.  Which continents are in each hemisphere?  Map key developments over time using grid  Locate OS symbols on a grid reference, e.g. where is the  Map of the World:colour coded climate zones. references, e.g. original map with traced modern day Post Office, where is the church?  Biome jars, e.g. Tundra over the top to compare.  Articulate game with previous and new OS symbols.  Sandwich bag water cycle or shaving foam clouds.  Debate & discuss development of New Earswick land.  Label counties on a UK map.  Voiceover/documentary on Water Cycle, e.g. David Attenborough style.  Look for patterns in housing, architecture, e.g.  Introduce a couple of new counties by giving clues, e.g. I’m  Look at local flooding, e.g. Ouse & Foss brickwork, shape. further South & London is my main city = Greater London.  Fieldwork walk to the Foss or Ouse. Create sketches, take photos of potential flooding risk.  Debate what can be done to prevent flooding. Vocabulary county Land answer locate local issues answer architecture area address counties area consider globe/map observation believe development location build ‘Juicy Jargon’ North Yorkshire region group hemisphere consider build changes debate consider York compass points knowledge Arctic Circle discuss circle land use patterns describe South Yorkshire position Antarctic Circle difficult environment length Sheffield remember climate zone disappear human features material East Riding biome: tundra, extreme physical features natural Hull polar imagine locality notice West Yorkshire temperate increase perspective purpose Leeds tropical learn opinion recent nearby ice-caps natural justify remember locate flooding notice construction symbol water cycle position Ordinate Survey Ordinate Survey evaporation possible grid reference grid reference condensation separate map N,S,E & W precipitation fieldwork Greater London. collection compass fieldwork eastings/northings Outcomes: To know a county is a piece of land (an area/region) To locate the Arctic & Antarctic Circles & their hemispheres. To use four figure grid references in their own map Geographical which has different villages, towns and cities within it. work.

Knowledge To name some countries in each hemisphere, e.g. UK = northern, To name the county I live in: North Yorkshire. Australia Southern etc. To know we use the bottom left hand corner of a square when reading four figure grid references. To name the surrounding counties and a corresponding To know all 4 stages of the Water Cycle. city. To explain that land use change is the swapping the To know the three major climate zones: polar, temperate and tropical. land’s use for a different purpose by humans. To know how to read four figure grid references, e.g. along the corridor, up the stairs. To explain some examples of changing environments and how they To name a range of physical features of New

pose danger such as flooding, melting ice-caps. Earswick past & present. To know we use the bottom left hand corner of a square

when reading four figure grid references. To recognise an increasing number of OS symbols. Previous Year 2: Year 1 Year 1  4 compass points  Hot & cold places.  Where I live? Builds on geographical

 Countries in the UK. Year 3: vocabulary.

 Local rivers & their main parts. Year 2 Year 3: Year 4  New Earswick- the location of the factory.  8 compass points  Builds on knowledge of the Equator, e.g. introducing climate Year 2 & 3 zones. Year 1, 2 & 3  Builds on naming & comparing physical &  Builds on knowledge of physical geography features by  Where I live? Where is New Earswick? Builds human features. introducing the Water Cycle. on location & prepares for counties. Year 3  Identifying standard OS symbols. Next Year 5 Year 5 Year 5  Builds on major cities in the UK by adding major  Tropics of Cancer & Capricorn. Builds on hemispheres with lines  Offer questions & explanations for some cities in leading world countries. of longitude & latitude. features in fieldwork.  Knowledge & location of key rivers across different continents, Year 6 Year 6 e.g. Amazon.  Preparation for 6-figure grid references.  Using 6-figure grid references. Year 6 Local Study  Distribution of natural resources such as water.  Y5: New Earswick & York- settlements  Y6: New Earswick during the war- social history YEAR 5

Discover Me, Myself and I Spring 2 Summer 1 Summer 2 Year 5 Year 5 Year 5 Rainforests: South America Viking invasion: Anglo nightmare New Earswick: Viking Settlements National Curriculum Locational & Place Knowledge, Human & Physical Locational & Place Knowledge, Human & Physical Place Knowledge, Human & Physical Geog and Fieldwork Geog and Fieldwork Geog and Fieldwork I can locate North and South America and their I can name some major cities in other world countries, Locational Knowledge environmental regions. e.g. Sweden: Stockholm, Norway: Oslo & Denmark: Copenhagen. I can identify the Tropics of Cancer & Capricorn.

I can name some major cities in leading world countries, e.g. Brazil: Brasilia, USA: Washington DC.

Place Knowledge I can explain geographical similarities and differences I can explain why Vikings choose to leave their I can compare settlements within the UK. of the UK and a region within North or South America homeland. (Manaus).

I can explain why people choose to live in contrasting areas.

Human & Physical I know where some of the key rivers are (Amazon, I can describe and compare different types of I can describe and compare different types of settlement Geography Nile, Severn, Thames and Ouse.) settlement, e.g. Viking homeland & where settled in (Coppergate, York). UK. Name, explain & I can identify types of settlement and land use. compare. I can identify types of settlement and land use, e.g. areas of trade.

Skills & Fieldwork I can collect and present information about people I can discriminate between sources of information. I can discriminate between sources of information. and places. (Bar charts, line graphs). Observe, collect & I can suggest questions for my fieldwork.

present. I can offer explanations for some features in fieldwork. Suggested tasks  Longitude & Latitude co-ordinates, e.g. where  An in depth study of the Vikings and their  Jorvik trip or outreach. would we find Brazil, the capital of… invasion, rating sources and drawing conclusions.  Create maps of settlements in York.  Describing location of rainforests in relation to History link.  Create diagrams of the city walls, towers and castles. longitude & latitude.  Mapping Viking trade routes across Europe &  Create cardboard replica settlement, e.g 3D. Link to Art.  European & Non-European capital cities beyond. Locating starting points & key  Mini dig in Forest Schools or local area. fortune teller (quick activity). destinations.  Compare 2 settlements across York, e.g. land use in  Compare York & Manaus: food, housing, the  Would you rather…? Game. Scenarios of where different sized settlements, locality to transport (river). effect on people/environment. Vikings could settle. Ranking importance of  Look at aerial photos of York. Discuss areas of interests,  Compare populations, e.g. Statistics. physical/human features. e.g. if you could excavate anywhere, where would it be  Physical & human features & their effect.  Reliability of primary & secondary sources. and why?  Postcard from both destinations applying juicy jargon.  Location, Location, Location style advert: Move to Manuas! Vocabulary longitude apply accommodate source past accommodate source replica accommodate ‘Juicy Jargon’ latitude justify community reliable/unreliable historical ancient site cardboard ancient Tropic present develop site community settlers past community Cancer explanation settlers develop settlements historical develop Capricorn environment settlements equipment communities artefacts equipment Brazil: Brasilia foreign communities existence excavate/dig remains existence S.America guarantee homeland explanation physical & human explanation hemisphere opportunity route environment map environment Amazon persuade trade foreign ruins foreign source recognise import occupy rivers occupy effect temperature export opportunity aerial persuade Manuas physical & human persuade land-use recognise York Scandinavia recognise locality land-use Norway, Sweden & advantages people Denmark disadvantages housing land-use discriminate Outcomes: To locate South America & Brazil on a map. To know the countries which make Scandinavia & their To name the different types of settlement: hamlet, village, Geographical capitals. town & city. To identify the Tropics & their direction. Knowledge To locate Scandinavia on a map. To know typical land-use of a Viking settlement, e.g. houses, To explain reasons behind people’s choices to live in work, fertile land to farm, defensive location… specific areas using appropriate geographical To map and describe a typical Viking trade route vocabulary, e.g. transport links, greenbelt, including place names & oceans/seas, e.g. Directional To describe a range of physical & human features of a Viking population, effect… vocabulary, 8 points of compass. settlement.

To name key rivers such as Amazon, Nile, Thames & To know that a settlement is where people live and To explain reasons behind York settlements using Ouse (local) and know their location. sometimes work. appropriate geographical vocabulary, e.g. links, rivers, small population, area, land… Previous Year 1 Year 2, 3 & 4 Year 2, 3 & 4  Hot & cold places.  Builds on locational & knowledge of countries &  Adds onto locational knowledge of village, towns &  Continents capitals. cities in preparation for what a settlement is. Year 2 Year 3: Year 2 & 3  Directional vocabulary.  Local rivers & their main parts.  Builds on naming & comparing physical & human  Locating the Equator Year 3 features. Year 4  Eight points of compass. Prepares for  Builds on knowledge of the Equator, e.g. describing trading routes, e.g. Travelled Year 4 introducing climate zones. South West across North Sea.  Understanding what land –use is.

Next Year 6 Year 6 Year 6  Time zones (applying knowledge of lines of  Giving conclusions using information. Builds on  Preparation for identifying land-use patterns & how places change over time. longitude & latitude). land-use.  Providing accurate conclusions using  Distribution of resources. Builds on from Viking  I can give accurate conclusions using information.

information. trading.  I can analyse data about populations and places.  How change can lead to growing similarities.  Russia being across two continents: Europe & Building on from comparison. Asia. Local Study  Analysing data about populations and places.  Preparation for identifying land-use patterns &  Y6: New Earswick during the war- social history Builds on from why people chose places to live. how places change over time.

YEAR 6

A Step in Time Discovery Me, Myself and I Autumn 2 Spring 2 Summer 1 & 2 Year 6 Year 6 Year 6 Industrial Revolution: Titanic World War- leaders New Earswick- In the war. National Locational Knowledge, Human & Physical Geog and Fieldwork Locational & Place Knowledge, Human & Physical Geog and Locational & Place Knowledge and Fieldwork Curriculum Fieldwork I can describe time zones. I can name and locate some European countries, detailing their I can identify land-use patterns, e.g. housing, Locational physical and human characteristics such as Germany & France. greenbelts, woodland.

I can understand how some of these aspects have Knowledge I can identify land-use patterns, e.g. mills, coal mines. changed over time.

Place I can explain patterns in physical and human changes. I can explain patterns in physical and human changes. Knowledge I can describe how change can lead to similarities between places.

Human & I can discuss how economic activity including trade links across I can discuss how economic activity including trade links across Physical the world is affected by the distribution of natural resources, the world is affected by the distribution of natural resources, e.g. industrial revolution and significance of railways etc. e.g. rationing, food shortages. Geography Name, explain & compare.

Skills & I can use digital technologies to describe and create a map. I can use 6 figure grid references. I can use 6 figure grid references.

Fieldwork I can give accurate conclusions using information. I can give accurate conclusions using information. I can use digital technologies to describe and create a Observe, map. collect & I can analyse data about populations and places. I can analyse data about populations and places. present. Suggested  Digital map of Titanic route including place names, ocean &  Use grid references to link to battlegrounds, e.g. deaths in each  Use grid references to compare New Earswick then & tasks time zones. square, section of the square. now, e.g. OS symbols.  Explore the increased physical features the Industrial  Crack a wartime code using grid references. Where can the  Provide conclusions to the comparison & outcomes, Revolution brought, e.g. railways. enemy be found? e.g. fewer houses, smaller populations, increase in  How did the land change? From agricultural to large scale  Take a map of wartime New Earswick. Children to add or locate transport links… industry. OS symbols and give locations via 6-figure grid references.  Create digital map comparisons of the village, e. g.  Map the rise of Coal Mines to meet the demand of  Then & now, e.g. OS symbols. Wartime & now. distribution.  Analyse population of New Earswick/York over the war & give  What changed in New Earswick which still stands?  The effect of coal mines & factories on towns etc. conclusions, e.g. lives lost.  Layers of tracing paper, e.g. mapping effect of coal mines on  Provide conclusions to the comparison, e.g. fewer houses, populations, industry etc. increase in transport links… Vocabulary natural resources Titanic achieve UK wartime aggressive Infrastructure wartime achieve ‘Juicy Jargon’ water/energy voyage available Germany: Berlin rationing available build available transport community France: Paris battleground controversy comparison community distribution convenience Poland: Warsaw convenience analyse convenience railways develop Europe develop data develop population explanation Eastings/Northings disastrous population explanation industrialisation hindrance Grid explanation increase sufficient land use sufficient Conclusion hindrance decrease vehicle conclusion vehicle Analyse neighbour change analyse Population sufficient Ordinate Survey digital/map Change vehicle Transport mapping Land-use Village time zones Resources/food Suburban import/export patterns Industrial Outcomes: To know the Titanic travelled through (what is now different) time To name & locate key countries linked to the Wars, e.g. German, To know how to read 6-figure grid references. zones. France & Poland including their capitals. Geographical

Knowledge To use stand OS symbols to map, e.g. railway. Create digital maps to show specific data

To know that each square on a map is divided into 10 to make a 6- To know & explain land use changes during the Industrial figure grid reference. Revolution e.g. increase physical features such as railways, towns, I know land use patterns change over time.

factories… To recognise and use a wide range of OS symbols. To explain the effects of land use changes during the Industrial I know New Earswick has grown from an industrial village Revolution. to a suburban area.

To know the natural resources that were imported and exported To describe the changes that have taken place in New during the Industrial Revolution, e.g. textiles, raw cotton. Earswick & the reasons for them.

Previous Year 2 Year 2, 3, 4 & 5 Year 3 • Naming physical features  Builds on locational & knowledge of countries & capitals.  Y3: New Earswick- changing village

Year 3 & 4 Year 3 & 4 YEAR 4  Builds on & secures knowledge of OS Symbols.  Builds on & secures knowledge of OS Symbols.  New Earswick- architecture (builds on physical features). YEAR 4 YEAR 4  Land use.  Land use  Land use.  4 figure grid references  4 figure grid references Year 5 YEAR 5  Builds on longitude & latitude by introducing time zones.  New Earswick and York- settlements  People’s choice to live in specific areas.  Victorian children- school Next KS3 KS3 KS3  Population and urbanisation; and the use of natural  Build on their knowledge of globes, maps and atlases.  Use fieldwork in contrasting locations. resources.  Interpret Ordnance Survey maps in the classroom and the field,  Economic activity. including using grid references and scale.  Understand how human & physical processes interact to influence & create change  Understand how human & physical processes interact to  Extend locational knowledge and deepen spatial awareness of influence, & change. the world’s countries.

 Use Geographical Information Systems (GIS) to analyse a places and data.