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Geography

Arboretum Yearly Overview (2014 Curriculum)

Geography

 

Geography at Arboretum fosters children’s curiosity and fascination of the world and its people that will remain with them for the rest of their lives. Children take part in learning about the diverse places, people, resources and natural and human environments across the world. As children progress throughout the school, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Through Geography, children learn to care about the world around them as they study the impact of humans on the physical world and the interaction that the two have.

 

 Aims

  1. The national curriculum for geography aims to ensure that all pupils:
    • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
    • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
    • are competent in the geographical skills needed to:
    • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

 

 

Geography objectives and outcomes, like all subjects, form part of meaningful and relevant learning journeys. Teaching the statutory knowledge, skills and understanding of Geography results in Arboretum children being equipped with:

 

 

Knowledge

of locations, countries, oceans, countries and capital cities

of places across the world

of human and physical geography

Skills

Using maps (including digital maps) atlases and globes

Using compasses

Using aerial photographs

Application of number, i.e. engaging in fieldwork

Information Technology i.e. digital mapping

Understanding

Critical thinking, including:

  • Collecting
  • Analysis
  • Communication
  • Interpretation
 

 

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Locational knowledge

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding areas.

 

 

Name and locate the world’s seven continents and five oceans.

 

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. Maths link – measuring.

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)

 

Recap objectives that are not secure.

 

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.

 

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

Recap objectives that are not secure.

 

Recap objectives that are not secure.

 

Recap objectives that are not secure.

 

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: season and weather.

Use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation. key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. Maths link – measuring.

 

Describe and understand key aspects of:

Physical geography; the water cycle. Science link.

 

Describe and understand key aspects of:

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

 

Describe and understand key aspects of:

Physical geography, including: climate zones, biomes and vegetation belts, mountains, and earthquakes. Maths link, converting mountains etc to scale and measuring.

 

Physical geography, including: rivers, mountains, volcanoes. Maths link, converting mountains etc to scale and measuring.

 

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. Computer links using maps online.
  • 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.
  • 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

 

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

 

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

 

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 maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. Computer links using maps online.

 

Map Skills

For instance:

 

Using maps

Use a simple picture map to move around the school

 

Use relative vocabulary such as bigger, smaller, like, dislike

 

Use directional language such as near and far, up and down, left and right, forwards and backwards

 

Map knowledge

 

Use world maps to identify the UK in its position in the world.

 

Use maps to locate the four countries and capital cities of UK and its surrounding seas

 

Making maps

 

Draw basic maps, including appropriate symbols and pictures to represent places or features

 

Use photographs and maps to identify features

For instance:

 

Using maps

Follow a route on a map

 

Use simple compass directions (North, South, East, West)

 

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features

 

Map knowledge

 

Locate and name on a world map and globe the seven continents and five oceans.

 

Locate on a globe and world map the hot and cold areas of the world including the Equator and the North and South Poles

 

Making maps

 

Draw or make a map of real or imaginary places (e.g. add detail to a sketch map from aerial photograph)

 

Use and construct basic symbols in a key

For instance:

 

Using maps

Follow a route on a map with some accuracy

 

Locate places using a range of maps including OS & digital

 

Begin to match boundaries

(e.g. find same boundary of a country on different scale maps)

 

Use 4 figure compasses, and letter/number

co-ordinates to identify

features on a map Map knowledge

Locate the UK on a variety of different scale maps

 

Name & locate the counties and cities of the UK

 

Making maps

 

Try to make a map of a short route experiences, with features in current order

 

Create a simple scale drawing

 

Use standard symbols, and understand the importance of a key

For instance:

 

Using maps

Follow a route on a large-scale map

 

Locate places on a range of maps (variety of scales)

 

Identify features on an aerial photograph, digital or computer map

 

Begin to use 8 figure compass and four figure grid references to identify features on a map

 

Map knowledge

 

Locate Europe on a large-scale map or globe,

 

Name and locate countries in Europe (including Russia) and their capitals cities

 

Making maps

 

Recognise and use OS map symbols, including completion of a key and understanding why it is important

 

Draw a sketch map from a high viewpoint

For instance:

 

Using maps

Compare maps with aerial photographs

 

Select a map for a specific purpose

 

Begin to use atlases to find out other information (e.g. temperature)

 

Find and recognise places on maps of different scales

 

Use 8 figure compasses, begin to use 6 figure grid references.

 

Map knowledge

 

Locate the world’s countries, focus on North & South America

 

Identify the position and significance of lines of longitude & latitude

 

Making maps

 

Draw a variety of thematic maps based on their own data

 

Draw a sketch map using symbols and a key,

 

Use and recognise OS map symbols regularly

For instance:

 

Using maps

Follow a short route on an OS map

 

Describe the features shown on an OS map

 

Use atlases to find out data about other places

 

Use 8 figure compass and 6 figure grid reference accurately

 

Use lines of longitude and latitude on maps

 

Map knowledge

 

Locate the world’s countries on a variety of maps, including the areas studied throughout the Key Stages

 

Making maps

 

Draw plans of increasing complexity

 

Begin to use and recognise atlas symbols

 

 

 

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Geographical enquiry

  • Teacher led enquiries, to ask and respond to simple closed questions.
  • Use information books/pictures as sources of information.
  • Investigate their surroundings
  • Make observations about where things are e.g. within school or local area.
  • Children encouraged to ask simple geographical questions; Where is it? What's it like?
  • Use NF books, stories, maps, 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 geographical 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
  • Analyse evidence and 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
  • Collect and record evidence with some aid
  • Analyse evidence and draw conclusions e.g. make comparisons between locations photos/pictures/ maps

 

 

 

  • Begin to suggest questions for investigating
  • Begin to use primary and secondary sources of evidence in their investigations.
  • Investigate places with more emphasis on the larger scale; contrasting and distant places
  • Collect and record evidence unaided
  • Analyse evidence and draw conclusions e.g. compare historical maps of varying scales e.g. temperature of various locations - influence on people/everyday life

 

 

 

  • Suggest questions for investigating
  • Use primary and secondary sources of evidence in their investigations.
  • Investigate places with more emphasis on the larger scale; contrasting and distant places
  • Collect and record evidence unaided
  • Analyse evidence and draw conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it

 

 

 

Direction/Location

 

 

  • Follow directions (Up, down, left/right, forwards/backwards)
  • Follow directions (as yr 1 and inc’. NSEW)

 

 

  • Use 4 compass points to follow/give directions:
  • Use letter/no. co-ordinates to locate features on a map.

 

 

  • Use 4 compass points well:
  • Begin to use 8 compass points;
  • Use letter/no. co-ordinates to locate features on a map confidently.

 

 

 

  • Use 8 compass points;
  • Begin to use 4 figure co-ordinates to locate features on a map.

 

 

 

  • Use 8 compass points confidently and accurately;
  • Use 4 figure co-ordinates confidently to locate features on a map.
  • Begin to use 6 figure grid refs; use latitude and longitude on atlas maps.

 

 

 

 Drawing maps

 

  • Draw picture maps of imaginary places and from stories.
  • Draw a map of a real or imaginary place. (e.g. add detail to a sketch map from aerial photograph)

 

 

  • Try to make a map of a short route experienced, with features in correct order;
  • Try to make a simple scale drawing.

 

 

 

  • Make a map of a short route experienced, with features in correct order;
  • Make a simple scale drawing.

 

 

 

  • Begin to draw a variety of thematic maps based on their own data.

 

 

 

  • Draw a variety of thematic maps based on their own data. Begin to draw plans of increasing complexity.

 

 

 

Representation

 

  • Use own symbols on imaginary map

 

  • Begin to understand the need for a key.
  • Use class agreed symbols to make a simple key.
  • Know why a key is needed.
  • Use standard symbols.

 

 

  • Know why a key is needed.
  • Begin to recognise symbols on an OS map.

 

 

  • Draw a sketch map using symbols and a key;
  • Use/recognise OS map symbols.

 

 

 

  • Use/recognise OS map symbols;
  • Use atlas symbols.

 

 

 

 Using maps

 

  • Use a simple picture map to move around the school;
  • Recognise that it is about a place.
  • Follow a route on a map
  • Use a plan view
  • Use an infant atlas to locate places.

 

  • Locate places on larger scale maps e.g. map of Europe. Follow a route on a map with some accuracy. (e.g. whilst orienteering)

 

 

  • Locate places on large scale maps, (e.g. Find UK or India on globe)
  • Follow a route on a large scale map.

 

 

  • Compare maps with aerial photographs.
  • Select a map for a specific purpose. (E.g. Pick atlas to find Taiwan, OS map to find local village.)
  • Begin to use atlases to find out about other features of places. (e.g. find wettest part of the world)

 

 

 

  • Follow a short route on an OS map. Describe features shown on OS map.
  • Locate places on a world map.
  • Use atlases to find out about other features of places. (e.g. mountain regions, weather patterns)

 

 

 

 Scale/Distance

 

  • Use relative vocabulary (e.g. bigger/smaller, like/dislike)

 

  • Begin to spatially match places (e.g. recognise UK on a small scale and larger scale map)

 

 

  • Begin to match boundaries (E.g. find same boundary of a country on different scale maps.)

 

 

  • Begin to match boundaries (E.g. find same boundary of a county on different scale maps.)

 

 

  • Measure straight line distance on a plan.
  • Find/recognise places on maps of different scales. (E.g. river Nile.)

 

 

 

  • Use a scale to measure distances.
  • Draw/use maps and plans at a range of scales.

 

 

 

Perspective

  • Draw around objects to make a plan
  • Look down on objects to make a plan view map.

 

  • Begin to draw a sketch map from a high view point.

 

  • Draw a sketch map from a high view point.

 

  • Draw a plan view map with some accuracy.

 

  • Draw a plan view map accurately.

 

Map knowledge

  • Learn names of some places within/around the UK. E.g. Home town, cities, countries e.g. Wales, France.

 

  • Locate and name on UK map major features e.g. London, River Thames, home location, seas.

 

  • Begin to identify points on maps A,B and C

 

  • Begin to identify significant places and environments

 

  • Identify significant places and environments

 

  • Confidently identify significant places and environments

 

Style of map

  • Picture maps and globes

 

  • Find land/sea on globe.
  • Use teacher drawn base maps.
  • Use large scale OS maps.
  • Use an infant atlas

 

  • Use large scale OS maps.
  • Begin to use map sites on internet.
  • Begin to use junior atlases.
  • Begin to identify features on aerial/oblique photographs.

 

  • Use large and medium scale OS maps.
  • Use junior atlases.
  • Use map sites on internet.
  • Identify features on aerial/oblique photographs.

 

  • Use index and contents page within atlases.
  • Use medium scale land ranger OS maps.

 

  • Use OS maps.
  • Confidently use an atlas.
  • Recognise world map as a flattened globe.

 

 

 

Please visit the By Year Group Page to see how each phase of school is studying this subject

Or go to the Curriculum By Year Group page to see all curriculum areas for a given age group.
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