Geography 2019-2021

School Drivers

21st Century citizen Independent learners Healthy Living Multicultural Awareness Solve Problems Healthy Eating Understanding of the Wider World. Creative and Curious Healthy Relationships British Values Think critically Outdoor Learning Sense of Community Rights and Responsibilities.

Geography Cycle A- 2019/2020 Cycle B-2020/2021 EYFS Understand some important processes and changes in the natural world around them, including the seasons – Forest School Sessions Seasons observed across the year.

The Natural World. Explore the natural world around them, including their own People Culture and Communities Describe their immediate environment and explore the local area, making observations and drawing pictures of Explore some similarities and differences between life in this natural world around them. plants and animals. country and life in other countries, (Africa/Follow children’s interest in countries) Core learning: Core learning: Explore the natural world around them, making Describe some features of own local area. Core learning: observations and drawing pictures of animals and plants. Know some similarities and differences between the natural Understand some important processes and changes in the natural Know some similarities and differences between the world around them and contrasting environments, drawing on world around them, including the seasons and changing states of natural world around them and contrasting environments, their experiences and what has been read in class. matter. drawing on their experiences and what has been read in Understand some important processes and changes in the That in Summer the weather is hotter. class. natural world around them, including the seasons and To understand that there are different environments to our Describe their immediate environment using knowledge changing states of matter. village/local area. from observation, discussion, stories, non-fiction texts and Talk about the features of other localities. maps. Vocabulary: Name some animals you would find in other localities. Understand some important processes and changes in the Shops, village, road, school, ASDA, house, home, street, map, natural world around them, including the seasons and town, city, Kirk Merrington, Spennymoor, Durham, England, Vocabulary: changing states of matter. Scotland, Ireland, Wales, seasons, Spring, weather words, Summer, hot, sunshine, sun burn, holiday, ice cream, aeroplane, sheep, lambs, chicks caravan, hotel, camping, beach, town, cliff, rocks, seaside, Vocabulary: rockpool, pier, crab, shell, lion, giraffe, zebra, elephant, snake, Our school/Our garden; animals; plants; trees; seeds; nuts, crocodile etc seasons, Autumn; Winter, weather words; positional language

Y1 What is my place like? What can I find? What is my country like? My Geography Home and School Me and my corner of the world. Local area. Focus: Fieldwork Me and my UK. UK countries, capitals and seas. Focus: map skills, Focus: Fieldwork and observational skills. Basic maps. Digi and observational skills, basic maps, Digi Maps, use and photograph use, basic atlas introduction, Digi Maps Maps labelling of photographs, geographical language. Core learning: Core learning: Core learning: Pupils need to know the location of the UK in general terms on a Develop simple knowledge about their locality. Pupils will What do we know about our corner of the world? Recap globe, world map and map of Europe. Pupils develop knowledge in develop basic locational knowledge related to their school prior learning about where in the world the school is, use overview of some of the key physical and human features of the and homes. Simple sorting of human and physical features Google Earth and then pause on map of the UK and take more UK. will be introduced as well as weather observation. time to locate the school. Introduce ‘North of England’ Pupils will develop knowledge of the names of the countries of Working like a geographer: use of geographical information What can we see from the air? the UK, their capital cities and the surrounding seas, identify from maps, atlases, globes etc Pupils will use aerial Use an aerial photograph, label the key features that can be these on a map and locate them on a simple messy map of the UK. photographs and maps to inform their investigation of the seen on the aerial photograph. These could be colour coded Pupils will develop knowledge about the key physical features of school, the grounds and the local area. human/ physical. the UK to include the surrounding seas. Pupils will develop Use simple fieldwork and observational skills to measure Discuss what shapes and colours pupils can see in the aerial knowledge about using a simple atlas to find information and and record features/processes in their school and the photograph. present findings on a map. grounds including the weather. Working like a geographer: Using a map to follow a route and Pupils will develop knowledge about some of the basic terms used adding to a basic map, making a map, collecting and labelling to describe the daily weather and how weather differs around Vocabulary: field photographs, simple surveying, making use of simple the UK on the same day. School, home, buildings, location, address, land, village, fieldwork information. Pupils will develop knowledge of the countries and capitals of the house, land use, town, city UK and their characteristics. Vocabulary: Pupils will develop knowledge of direction and some key towns in Near/far/left/right. Locality weather, plants, soil, village, their home region. Pupils will develop map use knowledge by using house, office, shop, settlement. a more detailed map.

Vocabulary: Earth, ocean, sea, coast, land, continent, island, United Kingdom, Wales, Ireland, Scotland, England, Northern Ireland, Capital city, London, Edinburgh, Cardiff, Belfast, Dublin. North Sea, Atlantic Ocean, The Channel, Irish Sea. Direction, North, South, East, West. Forest, hill, river, weather, city, coast, country, capital.

Y2 Why is my world wonderful? Wherever next? Holidays – where shall we go? Simple world Maps and features. Location and journeys. Focus: hot and cold places, continent, Place comparisons – geographical features. Focus: contrast area Focus: continent, oceans, mountains, rivers. oceans, North/South/East/West. Basic coordinates of UK and area of non-European country, e.g. UK Coast Basic coordinates (opportunities for fieldwork) and Kenyan safari Core learning: Core learning: Name and locate the world’s 7 continents and 5 oceans Core learning: Simple world maps and features Use simple compass directions – North, east, south & west Compare human similarities & differences with a non-European Basic coordinates city (number of people, ethnicity, religion, gender, age) Know what a continent, ocean, river and mountain look like Vocabulary: Compare physical similarities & differences with a non-European on a simple map Earth, poles, Equator, continent, ocean, climate, weather, city (climate, mountains, rivers) location, globe, physical feature, compass, North, South, Vocabulary: East, West Vocabulary: United Kingdom, North East, Middlesbrough, Saltburn Earth, poles, Equator, continent, ocean, climate, weather, Human feature: town, city, house, farm, shop, road Physical location, globe, physical feature, compass, North, South, East, feature: beach, sea, cliff, hill, vegetation, river, ocean West World Continent Location Africa, Kenya, Masai Mara Compass points North, South, East, West

Y3/4 A UK Discovery – is the UK the same everywhere? What can we discover about Europe? Places, features and What shapes my world? Focus: Physical geography - hills, coasts, rivers, farms, people. Focus: map work and atlas skills, inc Coordinates. Processes and key features shaping places and human industry, population. Map work and atlas skills, inc. Countries with their capital cities and other important cities, experiences Coordinates. Digi Maps Fieldwork opportunities. tourist attractions etc. Land use, key human features, and locations. Core learning: Core learning: Describe and understand the water cycle Identify and locate counties and cities of the UK Core learning: Focus: weather, water, tectonics, biomes and climate zones Locate and understand key physical features of County Locate key countries in Europe using map, atlases and globes Durham – River Wear, Heritage Coast Identify the Equator, latitude, longitude, Northern and Use 4/8 compass points to locate key places Southern Hemispheres Vocabulary: Describe and understand physical geography (mountains, Process, human, physical, climate, weather, ice, glacier, water, Vocabulary: rivers, coasts) water cycle, tectonic plates, biomes, climate zones, Earth’s crust, United Kingdom, capital. Country, county, region. biome, vegetation, soil. Landscape, relief, landmark. Physical – rivers, mountains, Vocabulary: hill climate, weather, vegetation. Climate change. Coastline, Biome, settlement, country, Europe, continent, river, granite, pebble, sandy, chalk, river, lake, peninsula. mountain, biome, vegetation, earthquake, volcano, fjord, Satellite image, symbol, grid reference, 4 figure grid dense/sparse. Population, trade, natural resource, city, references. landmark.

Y3/4 B Local study of Kirk Merrington and surrounding area. What can we discover about Europe? Places, features and What can we discover about the world? Places, features and Focus: Fieldwork, land use, plans, maps. Digi Maps Compare people. Focus: key physical features, and locations. people. Focus: land use, key human and physical features, and historical maps with present day. Changes – why? Mountains. locations. Longitude and latitude. Interview residents: what facilities do they use in the local Map work and atlas skills, inc. Coordinates. Map work and atlas skills, inc. area? Environmental issues – ie litter, dog fouling, speeding Coordinates. cars etc. What changes would residents like to see? How is Core learning: Kirk Merrington laid out? Location of key countries, capitals and physical features in Core learning: Europe. Location of continents, key countries, capitals and physical Core learning: Location of climate zones and an introduction to biomes. features in each continent. Pupils can gather basic information during fieldwork and Developing knowledge of differences across Europe – relief, Location of worldwide climate zones. present their findings. climate, different biomes. Developing use of atlas maps, thematic maps and GIS, Pupils can follow a route on a map, identify features on an Developing use of atlas maps, thematic maps and GIS, geographical information from research. aerial photograph, geographical information from research. Field work and geographical skills Sketch/photographic use four fig grid references and 8 point so of the compass Field work and geographical skills Sketch/photographic annotation. to identify features on a map. annotation. Recognise and use OS symbols and the key. Vocabulary: Using an OS map, find the location of your fieldwork Vocabulary: Equator, equatorial, Tropic of Cancer, Tropic of Capricorn, location and describe it using 4 figure references. Biome, settlement, country, Europe, continent, river, longitude, latitude, continent, mountain range, sea level, Using an OS map of a known area, identify the key features mountain, biome, vegetation, earthquake, volcano, fjord, savannah, rainforest, desert, Australasia, Antarctica, Arctic, using the key. dense/sparse. Population, trade, natural resource, city, tundra. Culture, landmark. Vocabulary: Environment, coordinates, aerial view, bird’s eye view, Ordinance Survey, man-made features, settlement, OS symbols, physical features, landmark

Y4/5 A Why do we have cities? Where has my food come from? European foods. Where could we go? Fantastic Journeys. Focus: key countries UK towns, cities and countries. Focus: countries, land use, Origins of key foods. and features of the world. Regions, tropics, hemispheres, biomes, settlement, contrasting cities. Field work, Atlas skills. Focus: trade links, natural resources, fieldwork, thematic time zones Longitude/Latitude. Map skills, 4 fig coordinates. Digi Maps Introduction to OS maps, industry, farming, employment. Possible link to local Map skills, 4 fig coordinates maps. fieldwork to conduct survey/ questionnaire and impact evaluation. Core learning: Core learning: European café, taster sessions? Locate areas on a map using 4 figure coordinates. The importance of Durham Cathedral. Identify different hemispheres on a map. What the city of Durham offers (work, transport, ent) Core learning: Name the different tropics How and why land use effects the environment. Certain foods come from other countries. Locate key cities on a map of the UK. Match countries with the different trade links they make. Vocabulary: Longitude Latitude Meridian, Tropics characteristics Time zone, Vocabulary: Vocabulary: Biome vegetation climate, habitat UNESCO Settlement, city, factory, office, shop, function, urban, Land use, farm, trade, resources, transport, UK, import, rural, land use, environment, environmental, human, physical dairy, cereal, livestock, import, producer Country, county, population, inhabitant. Shopping centre, market Satellite image, OS map, symbol, key.

Y4/5 B We’ve got it all! Why is the North East special? Why does Italy shake and roar? Where has my food come from? Further afield. Regional focus with lead on rivers and coasts. Focus: Bay of Naples. Origins of key foods. Cocoa beans, coffee, tea, tropical fruits Fieldwork, looking at aerial photographs of river systems Focus: region in Europe, physical and human characteristics, etc. Focus: trade links, natural resources, fieldwork, thematic and features, water cycle, rivers- their formation and tectonics. Volcanoes. Compare to North East England. maps, industry, farming, employment. Possible link to local impact. Digi Maps OS maps. fieldwork to conduct survey/ questionnaire and impact evaluation. World café, taster sessions? Core learning: Core learning: Develop knowledge of human and physical geography by Location: The location of Italy – identify and describe it and Core learning: looking in depth at one region of the UK – The North East its key physical and human characteristics using maps of Knowledge of land use patterns for farming in the UK and of England. Europe and country maps. another area of the world. Identify the region and component counties on maps across Place: Understand geographical similarities and differences Distribution of natural resources including food. a variety of scales – moving from lobal/continental/national through the study of a region in a European country Understanding of similarities and differences, interaction of down to England. Physical and Human Geography: describe and understand people, processes and places Identify key features to include types of settlement and aspects of physical geography including rivers, mountains, To understand how growing and producing food affects the land use, cities, rivers, hills, port, forest, valley, towns, volcanoes and earthquakes. Describe and understand types of physical geography of a place. harbour, and beach in the region. Discover what is made in human settlement and land use. Working like a geographer: use of geographical information from the region (human, economic focus) Explore rivers. Geographical Skills: Gather information, pose geographical maps, atlases, globes, diagrams etc Working like a geographer: using geographical information questions, add labels to photographs, consider how Use fieldwork and observational skills to observe, measure and from OS maps, information texts, photographs and photographs provide useful evidence, locate the position of a record. fieldwork photo on a map. Use fieldwork and geographical skills Mapping- locate places on a map, locate Europe on a map and Vocabulary: globe, use of NSEW Land use, farm, trade, resources, transport, UK, import, dairy, Vocabulary: cereal, livestock, import, producer County, region, hills. River, stream, tributary, source, Vocabulary: mouth, flood, estuary, current, erosion, flow, deposition. Continent Europe Country Italy Population Coastline Peninsula Energy, power, transport, employment, resources. Mountain range , Alps, Apennines River, Po, Tiber Tectonic - plates Volcano(es) –Vesuvius, Etna, Stromboli Earthquake. Y5/6 A What happens when the land meets the sea? What’s the weather like near you? Fantastic Forests – Why are they so important? Children will already understand that coasts are where the Climate change unit. (See GA - Geography Association) Focus Vegetation, biomes, forest types. Focus: world maps of different land and the sea meet, and now they will be taught about on global warming. Expanding deserts/ freak weather/ types, biomes and different types of forests, rainforests with some of the geographic features that are found there, deforestation/ pollution/ potential world problems.) case study of South America. Local fieldwork opportunity in such as beaches, cliffs and bays. Coasts are the edges of https://www.wwf.org.uk/get- local woodlands, data collection and presentation tasks. the land. The coast is the place where land and sea meet. involved/schools/resources/climate-change-resources There are special environmental features on the coast. WWF, excellent range of resources. Core learning: Coasts are also places people meet for their holidays, Locational knowledge: South American countries. where they can sunbathe on the beach, paddle in the sea Core learning: Use fieldwork to observe, measure, record and present the and explore rock pools and caves. Digi Maps (See Seaham Recognise the different features of climate zones. human and physical features in the local area using a range of Fieldwork Coastal Investigation) Locate different climate zones on a range of maps. methods, including sketch maps, plans and graphs and digital technologies. Core learning: Vocabulary: Describe and identify features on an OS map. Global warming; expanding deserts, freak weather, Vocabulary: • Understand and use lines of latitude and longitude. deforestation; pollution Vegetation, forest, woodland, biome, farming, natural resources, • Know types of settlement and land use. equator, tropics, continent, hemisphere. Deforestation, • Locate coastal towns and cities developed during Victorian deciduous, coniferous, temperate, boreal, tropical, plantation. times.

Vocabulary: Coast/al; topography; land erosion, bay, beach, arch, stack.

Y5/6 B Local change over time. What’s changing in the Arctic? Destination Sao Paulo! What do places have in common! Focus: (Fieldwork and map skills) In depth use of OS maps (Frozen Kingdom?) Comparing a region in South America with a region in the UK. and historical maps of the local area. Digi Maps Using OS https://wickedweatherwatch.org.uk/the-arctic/ Focus: Human and physical features, village/cities/lifestyle. maps, write directions to places of interest, using Comparative writing focus. coordinates (up to 6 fig) Contours on maps. Use 4 and 6 fig Focus on Greenland? grid references to find the highest point in your local area, https://wickedweatherwatch.org.uk/the-arctic/focus-on- Core learning: the location of a place of worship and a port, for example. greenland/ Knowledge of the key physical and human characteristics of a Plan to investigate your local environment. Decide what you region of South America, world countries and cities. will investigate and set a question. Use a base map of the Core learning: Knowledge of the effects of settlement. Understanding of area to annotate different features. Present findings, Identify and describe how the physical features affect the similarities and differences, interaction of people, processes and using graph/ field sketch/ base map or similar. human activity within a location. places Identify and describe the geographical significance of Understand geographical similarities and differences through Core learning: latitude, longitude, Equator, Northern Hemisphere, Southern the study of the human and physical geography of a region of the Use, understand and compare historical maps and current Hemisphere, the Tropics of Cancer and Capricorn, Arctic and United Kingdom and a region within North or South America. maps of the local area. Antarctic Circle, and time zones (including day and night). Give reasons for and discuss change over time. Describe how locations around the world are changing and Vocabulary: Setting an enquiring question, designing a data collection explain some of the reasons for change. Biomes, climate, zones, the equator, tropics, hemispheres, method, collecting, presenting and describing the data. Describe geographical diversity across the world. longitude and latitude, sub/tropical, terrain, import, export, leisure, inches (rainfall), kilometre, resources (natural), Vocabulary: Vocabulary: rainforest, urban/isation, population, pollution, flora/fauna, Settlement, housing, land use, site, shopping, services, Arctic, Antarctic, Pole, Greenland, Arctic Circle, glacier, ice vegetation, networks, minerals, energy. primary data, secondary data. Change, factory, mine, burg, ice shelf, conservation, global warming, sea level, employment. climate change, temperature,