Geography Overview Y1

Wonderful Me! How does your garden grow? Once upon a time… Topic: Where are my roots? How does our food get onto our plates? What’s behind the door? Name and locate the world’s Interpret a range of sources of Identify where the UK is, including the continent in which it is in Identify all continents and seven continents and five geographical information: including and the surrounding ocean. seas. oceans maps, diagrams, globes, aerial photographs. Locate local farmers’ Markets such as Bournville, , Locate and name the , and Mosely. Find out where their settings of our traditional Locate where we live on a map and stall holders get their produce from. tales. which areas surround us. Identify where our parents and Establish links with a local farm to gain an understanding of grandparents came from. how their produce is farmed and then sold on.

Name, locate and identify Identify and locate UK cities and areas where our food comes Be able to locate and characteristics of the four Name and locate : from. name all 4 countries and countries and capital cities What makes it special and the their capital cities. of the and ‘second city’? Identify Evesham as an area where traditionally fruit and its surrounding seas. vegetables are grown. Develop an Name and locate the four countries. understanding of the Be able to describe some of their What are the characteristics of these areas, which make them unique qualities of each major characteristics: Physical and good for growing food? capital city. human. How does the produce physically get to Bournville and Be able to locate and Birmingham? name all surrounding seas and describe some Identify transport routes across the UK. of their characteristics.

Identify and locate other places in the world where our food comes from and how it gets to us.

What are the characteristics of these countries, which make them good for producing that particular food?

Understand geographical Exploring the physical Identify and locate other places in the world where our food How is South Africa similarities and differences characteristics of the classroom as comes from and how it gets to us. different to ? through studying the human a place. and What are the characteristics of these countries, which make What African stories tell physical geography of a Locate Africa and South Africa on a them good for producing that particular food? us about the place they small area of the UK, map and which seas surround it. are set in? and a contrasting non- What food that we eat is produced by South Africa and how European country Locate Eagle’s Nest School on a does it reach us? map and begin to build up an understanding of the distance between Birmingham and Kraaifontain. Identify seasonal and daily Look at weather in Birmingham in How do weather patterns in the UK affect the type of food we Compare and contrast weather patterns in the conjunction with the equator. produce? seasons in United Kingdom and the What’s the weather like today? South Africa and location of hot and cold What about in other parts of the Look at weather in South Africa and decide which type of Birmingham. areas of the world in relation UK? things would grow. to the Look at weather in Equator and the North and different South Poles. continents and oceans closer to the equator use basic geographical Communicate geographical Physical features of the areas we get our food from in the UK Physical features of South vocabulary to refer to: information and use basic and in Europe. Africa. key physical features, geographical vocabulary to refer to including: beach, cliff, key physical and human features coast, forest, hill, mountain, on maps and plans. sea, ocean, river, soil, valley, vegetation, Where are the sunny and shady season and weather places in our school grounds? What’s ‘our place’ like?

Physical features of Bournville, Birmingham and the UK. use basic geographical Human features of Bournville and Human features of Evesham. Human features of South vocabulary to refer to: Birmingham Africa. key human features, inc. city, town, village, factory, farm, house, office, port, harbour, shop GEOGRAPHICAL SKILLS AND FIELDWORK:

Pupils should be taught to: • Look at a variety of maps, including floor maps, globes and street maps. They should be allowed to feel and touch the maps as much as possible. The idea of four compass points is introduced, and pupils are taught to give directions. They then use photographs of the classroom to create their own 2-D plan of the classroom on paper • 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. MAP SKILLS: Using Maps: Map knowledge: Making maps: Create a plan of the classroom. Use a simple picture map to Use world maps to identify the UK Use photographs and maps to identify features. move around the school. in its position in the world. Assessment opportunities: Use relative vocabulary such Use maps to locate the four as bigger, smaller, like, dislike. countries and capital cities of UK Formative assessment to determine map skills:

and its surrounding How well can pupils describe the maps? Use directional language such Seas. as near and far, up and down, How familiar are they with maps and plans? left and right, forwards and backwards. Are pupils able to represent their classroom accurately on a plan and give clear directions?