geography curriculum overview

2021

Geography Curriculum Overview Whittle Le Woods Ce Primary School

I have come that they may have life and have it to the full’ John 10:10

Geography Overview 2021/22

INTENT + As we journey through the Geography curriculum, we will foster a sense of awe and wonder of the world God has

created for us.

+ Children will be aware of our locality and be curious about the wider world by teaching them about diverse places,

people and resources. + By giving them subject specific language, children will have a voice to debate and be courageous advocates to protect local, national & international areas. IMPLEMENTATION + Objectives are taken from the national curriculum then broken down to ensure progression between and within year

groups + We ensure that quality geography is taught by every year group for a half term, every term + We use a variety of mapping techniques and resources (both online and actual) + Every year group delivers a fieldwork activity each year Nursery

Unit Name Development matters Key Vocabulary Fieldwork opportunities

Link to previous units

Term 1 Marvellous me/We

All about me My Family My school

0-3 – Make connections between the features of their family and other families 3-4 – Continue developing positive attitudes about the differences between people

Field, railings, car park, playground, seating, church, grass, trees, house, office, path.

School grounds Nursery


are family

3-4 Know that there are different countries in the world and talk about the differences they have experiences or seen in photos

Term 2 Once upon a time Old Macdonald Round & round the garden

Traditional stories Farm animals Growing plants

0-3 Explore and respond to different natural phenomena in their setting and on trips 3-4- Begin to understand the need to respect and care for all the natural environment and all living things 3-4 Talk about what they see using a wide vocabulary. 3-4 Explore collections of materials with similar and/or different properties

Traditional stories: river Farm: stable, tractor, farmhouse, barn, combine harvester. Plants: Garden Centre, grass, tree, flowers, pots, flower beds, vegetable plot.

Farm trip

Term 3 Incey Wincey Spider

Doctors hospitals (keeping safe) minibeasts

0-3 Explore and respond to different natural phenomena in their setting and on trips 3-4 Talk about what they see using a wide vocabulary. 3-4 Show interest in different occupations 3-4 Begin to understand the need to respect and care for the natural environment and all living things 3-4 Explore collections of materials with similar and/or different properties

Pedestrian crossing, pharmacy, surgery, ambulance. Minibeasts: woodland pond, tree, bark, stones, rocks, soil, logs

School grounds Visit from bug man

Term 4 Down in the jungle Wheels on the bus

Jungle/ Pets Transport/Journeys (The Train ride) Holidays

0-3 Explore and respond to different natural phenomena in their setting and on trips 3-4 Talk about what they see using a wide vocabulary. 3-4 Continue developing positive attitudes about the differences between people 3-4 Begin to understand the need to respect and care for the natural environment and all living things

Jungles/pets: rainforest, shop, waterhole, trees, forest. Journeys: Parking, station, street signs, road, buildings, bridges, airport, street, globe, map, land, sea, garage,


railway station, bus station, airport, roundabout, lamppost, street lights, litter bins, beach, sand, pebble, rock pool, shell, rocks, seaweed, seagull, London Tube map, bus map, emergency vehicles.

Term 5 A bucketful of dinosaurs Yoho ho!

Dinosaurs day out Hot & cold Pirates

0-3 Explore and respond to different natural phenomena in their setting and on trips 3-4 Use all their senses in hands-on exploration of natural materials 3-4 Talk about what they see using a wide vocabulary. 3-4 Continue developing positive attitudes about the differences between people 3-4 Begin to understand the need to respect and care for the natural environment and all living things -talks about some of the things they have observed (places, natural & found)

Dinosaurs: volcano, mountain. Hot & cold: Ice, snow, north/south pole, igloo, warm, snowballs, Antarctic. iceberg, sun, clothing Pirates: sea, beach, seaside, lighthouse,

Other opportunities

Sensory features of different seasons throughout the year Daily weather People who help us. Simple directions/prepositions(School grounds) Road safety (Outside school) Take home class toy (Little Whittle) Keeping our school tidy. (School grounds) Santa tracker. Beebot cat app.

Sun, wind, rain, snow, ice, cloud, rainbow, Observe a tree throughout the year – Blossom, buds, frost, bare, branches, leaves, twigs, cones. (School grounds)


Reception

Reception

Autumn 1

Starting school

3-4 Talk about what they see using a wide vocabulary 3-4 Begin to understand the need to respect and care for the natural environment and all living things 3-4 Continue developing positive attitudes about the differences between people

REC – Understand that some places are special to members of their community

Rec- Recognise that some environments are different to the one in which they live

Fire exit Classroom names Library Kitchen Office Staffroom Playground Field Willow tunnel Car park Hall Seating area Entrance Crossing Garden Weeding Fences Gate Logs

School grounds Nursery My Nursery Marvellous me We are Family

Autumn 2 Home Sweet Home

3-4 Use all of their senses in hands-on exploration of natural materials 3-4 Talk about what they see using wider vocabulary 3-4 Continue developing positive attitudes about the differences between people 3-4 Know that there are different countries in the world and talk about the differences they have experiences or seen in photos

House Garden Grass Lawn Trees Flowers Gate Pots Flower bed Lamppost

Home learning


REC- Name and describe people who are familiar to them

REC – Understand that some places are special to members of their community

Rec- Recognise that some environments are different to the one in which they live

Rec – Explore the natural world around them REC- Describe what they see, hear and feel outside

Street light Map

Christmas around the

world

3-4 Continue developing positive attitudes about the differences between people 3-4 Know that there are different countries in the world and talk about the differences they have experiences or seen in photos REC- Recognise some environments that are different to the one in which they live REC- Understand the effect of changing seasons on the natural world around them REC- Recognise the similarities and differences between life in this country and life in other countries REC- Understand that some places are special to members of their community

Map/ world map Globe North Pole Land Sea/ocean Cold Warm Snow UK Australia Hungary Germany France South Africa Phillipines

Spring 1

We’re going

on a Bear Hunt

3-4 Use all of their senses in hands-on exploration of natural materials 3-4 Know that there are different countries in the world and talk about the differences they have experiences or seen in photos 3-4 Talk about what they see using a wide vocabulary

Polar bear Panda Brown bear Black bear Spectacle bear Map

Bear Factory

Down in the jungle


3-4 Begin to understand the need to respect and care for the natural environment and all living things REC – Explore the natural world around them Rec- Understand the effect of changing seasons on the natural world around them

Spring 2

Wonderful Whittle

3-4 Use all their senses in hands-on exploration of natural materials 3-4 Talk about what they see using a wide vocabulary 3-4 Begin to understand the need to respect and care for the natural environment and all living things REC – Draw information from a simple map REC – Explore the natural world around them Rec- Understand the effect of changing seasons on the natural world around them

Bridge Canal Bus stop Traffic lights Road signs Maps Other significant buildings such as co op spar Church Doctors Dentist Pharmacy Cheeky monkeys Library Supermarket Bin Playground Petrol station Pond Stream Woods

Local area walk Round & round the garden My school Doctors


Village hall Vegetable plot Pots Dog bin

Summer 1

We’re all going to the

zoo

3-4 Use all of their senses in hands-on exploration of natural materials 3-4 Know that there are different countries in the world and talk about the differences they have experiences or seen in photos 3-4 Talk about what they see using a wide vocabulary 3-4 Begin to understand the need to respect and care for the natural environment and all living things REC – Explore the natural world around them Rec- Understand the effect of changing seasons on the natural world around them

Pets Rainforest Desert Beach Sea Ponds Underground Waterhole Globe Continents

Zoo trip Down in the Jungle Once upon a time The wheels on the bus

Keyworkers

3-4 Show interest in different occupations 3-4 Continue developing positive attitudes about the differences between people REC – Name and describe people who are familiar to them REC- Understand that some places are special to members of the community

Station Maps Buildings Supermarket Doctors Hospital Fire station Bus station Police station Post office


Summer 2

There was a princess

3-4 Continue developing positive attitudes about the differences between people 3-4 Know that there are different countries in the world and talk about the differences they have experiences or seen in photos REC- Recognise some environments that are different to the one in which they live REC- Understand the effect of changing seasons on the natural world around them REC- Recognise the similarities and differences between life in this country and life in other countries REC- Understand that some places are special to members of their community

King/queen Castle Moat Draw bridge

Journeys

3-4 Use all their senses in hands-on exploration of natural materials 3-4 Talk about what they see using a wide vocabulary 3-4 Begin to understand the need to respect and care for the natural environment and all living things REC – Draw information from a simple map REC – Explore the natural world around them Rec- Understand the effect of changing seasons on the natural world around them

Hills Mountains Countryside Park Town Village City Roads Playground Funfair Theme park Forest Beach Lake

Wheels on the bus


Forest Vehicle Lighthouse Lifeboat station Crazy golf Football pitch Toadstool Moss Paths Pebble Rockpool Shell Rock seaweed Seagull Cactus Sanddune Map British Isles Sea Island Trees

Other

opportunities

Seasonal change during the year. Autumn, winter, Spring and Summer. Weather and days of the wk, month and year daily. People who help us throughout and occupations. Space and Earth topic linked to the names of the classes. Globe, google Earth and aerial maps,maps, used as much as possible when appropriate. Maps in stories The Journey and Katie Morag delivers the mail. Prepositions covered in Maths in detail. Beebot


Healthy lifestyles and keeping safe covered through PSHE and Kidsafe. Observe a tree throughout the year and make a display. Percy Park keeper stories. Class bear and children’s news books to talk about human features in different places. Keeping our school and community tidy. Joining in with recycling plastics. Space classroom names/PE topic - Crater, moonrock, planet names. Space rocket, moon, stars Environment pictures to discuss cbeebies go jetters National geographical, purple mash Santa tracker app My story book app for creating different environments.

Key learning Communication Talk about the features of different places. Talk about features of different places in which they are familiar. Mapping

Know about features of different places, recognise and talk about the features in familiar/other places Fieldwork Looks closely at similarities and differences between different places (familiar/other places), make simple comparisons. Enquiry Comment and ask questions about familiar places/other places and about familiar/other people. Use of Technology Use Technology and IT equipment eg camera, ipad, video/ video clips, apps to make observations or find information about different locations and places.

Year 1

Autumn Houses & Homes Autumn 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

To describe the features of a familiar house. To locate my home on a local map.

Village House Shop Near far

Walk around local area to look at different houses and homes nearby. (2020 onwards)

Reception – Wonderful Whittle – study of local area


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 and the location of hot and cold areas of the world.

Key human features, including village, house and shop.

Use world maps and globes To identify the near and far. Devise a simple map.

To identify thing near and far from my house. To describe a home in different country (small contrasting European & non-European). To understand geographical similarities and differences of places

Spring Journeys Spring 2

Name and locate the world’s seven continents and five oceans. Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas To locate the Equator and the North and South Poles To know key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, valley, city, town, harbour United Kingdom and its countries, as well as the countries, continents and oceans. To use simple compass directions (North, South, East and West) and locational and

To be familiar with the seven continents To be familiar with the five oceans. To be familiar with the UK and capital cities. To locate the Equator and the North and South Poles

Beach, cliff, coast, forest, hill, mountain, sea, ocean, river, valley, city, town, harbour North, South, East and West Right Left

Lytham RSPB school visit

Reception – Zoo topic linked to environments


directional language [for example, left and right]. To describe the location of features and routes on a map

To know key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, valley, city, town, harbour To use simple compass directions and directional language To describe the location of features and routes on a map

Summer Secret Garden & Mini Beats

Identify seasonal and daily weather patterns in the United Kingdom Be familiar with vegetation, season and weather, soil, farm language. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features To 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.

To identify seasonal and daily weather patterns in the United Kingdom. To use aerial to find landmarks To use and construct basic symbols in a key To use simple fieldwork and

Vegetation season weather soil farm

Reception – Journeys (observations)


observational skills to study the school grounds

Other opportuni

ties

Year 2

Autumn There’s no place like home (Local area)

Locational Knowledge - name and locate the world’s seven

continents and five oceans - name, locate and identify characteristics

of the four countries and capital cities of the United Kingdom and its surrounding seas

Human and physical geography - identify seasonal and daily weather

patterns in the United Kingdom - use basic geographical vocabulary to refer

to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork - locational and directional language [for

example, near and far; left and right], to describe the location of features and routes on a map

To identify continents and oceans.

To identify UK countries, capital cities and surrounding seas. To understand what our local area is like. (maps) To use simple compass directions as well as locational and directional language when describing routes around our local area. To identify seasonal and daily weather patterns in the local area. To use geographical vocabulary to

7 continents: North America, South America, Europe, Australia, Africa, Asia, Antarctica. 5 oceans: Pacific, Atlantic, Arctic, Southern, Indian. use basic geographical vocabulary to refer to: key physical features, including: beach, cliff,

Whittle Walk Reception – Wonderful Whittle (Local area study) Year 1 – House and Homes (local area)


- 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

- use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; 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.

describe physical and human features of the local area. To aerial photographs and plan perspectives to recognise and create landmarks. To use simple fieldwork and observational skills to study the geography of the local area. To devise a simple map and use and construct basic symbols in a key. To understand geographical similarities and differences between Whittle-le-Woods and Ilulissat, Greenland (cold place). To understand geographical similarities and differences between

coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop equator North Pole South Pole


Whittle-le-Woods and Mumbai, India (hot place).

Spring Journeys (London and non-EU- Damascus)

Locational Knowledge - name, locate and identify characteristics

of the four countries and capital cities of the United Kingdom and its surrounding seas

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

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: key physical features, and key human features,

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

To be able to locate London on a map and describe its location. To be able to identify and describe landmarks of London. To be able to use compass points and positional direction to navigate between London landmarks. To be able to identify and describe a variety of geographical features in London. To explore seasonal weather patterns in London. To be able to plan a trip to London. To compare life in London and Damascus.

use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

None Recap locational knowledge N.C. objectives from Year 1 Recap physical and human geographical vocabulary.


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

North, South, East and West

Summer

Summer 1- Seasides (Seas and coasts) Summer 2 Secret Garden

Name and locate the world’s seven continents and five oceans. Identify seasonal and daily weather patterns in the location of hot and cold areas of the world in relation to the Equator and the North and South Poles. 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 Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. 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.

To locate and identify oceans and continents. To find out about British beaches. To find out about British seas. To use fieldwork skills to find out about a local beach (either trip or case study). To compare a British beach (local) with one from another country (non-European). To use compass points to move around a map.

use basic geographical vocabulary to refer to: key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather key human features, including: city, town, village, factory, farm,

Trip to Lytham – seaside resort

Y1 – Journeys (Spring Term)


(Plants around the world

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.

To be able to identify the location of plants around the world. To explore how plants survive in extreme environments. To explore the role of plants in agriculture. To explore ways in which humans use plants.

house, office, port, harbour and shop North, South, East and West

Other opportuni

ties

Year 3

Autumn Local Geography and comparison with Russia

Name and locate a wider range of places in their locality, the UK and wider world.

Ask and answer more searching geographical questions when investigating different places and environments.

To locate places in UK and Europe. Observe, record, and name geographical features in their environment

Town, city, country, continent, UK, Europe, human geography, physical geography, features,

Human geography walk. Study of canals and how they link the wider communities.

KS1 – Locate continents and oceans


Observe, record, and name geographical features in their local environments.

Use a range of sources including digital maps, atlases, globes and satellite images to research and present geographical information

I can make observations about places and features that change over time.

natural, river, canal, man-made, Russia, Moscow, St. Basil’s Cathedral, rivers, lake, temperature, climate, The Kremlin, The Red Square.

Spring Mountains Describe and understand key aspects of:

physical geography, rivers and mountains

use the eight points of a compass, four 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

Location of mountains and mountain ranges throughout the world How mountains are formed. fold, block and volcanic mountains. Compare mountainous areas Lake district and French Alps. Wainwright sketching maps of the lake district.

Mountains Hills Fold, Block, Volcanic. N,NE,E,SE,S,SW,W,NW Grid Reference Highlands, Lake District, Snowdonia, Peak District, Alps

None KS1 – knowledge of names of key physical features


Hokusai Japanese mountain art

Summer Rivers and the Water Cycle

Describe and understand key aspects of:

physical geography, rivers, mountains and the water cycle.

Water cycle How do rivers get their water? I can use a map to track a river from source to sea. Living on a floodplain

Precipitation, Condensation, Evaporation, Groundwater flow, Surface, run-off, Transpiration

River study in Cuerden valley.

Y2 – There’s no place like home

Other opportuni

ties

Year 4

Autumn History/ Geog link – Skara Brae

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

Name and locate the Orkney Isles/ Skara Brae. Change over time – Stone Age – Bronze Age – Iron Age – modern day.

Island Countries Europe UNESCO World Heritage site Dunes Settlement

None Y2 – seaside (Coastlines)

Spring Volcanoes and earthquakes

Describe and understand key aspects of: physical geography, including: volcanoes and earthquakes

Use maps, atlases, and globes to locate countries where volcanoes are found.

Volcano Tectonic plates Earth’s crust Ash cloud Core

None KS1 – Link to key physical geographical features


Greece (2 lessons – History link).

Locate the world’s countries, using maps to focus on Europe, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities.

To understand how the movement of tectonic plates impacts on the Earth's crust.

To understand how the Earth is made up. (What the inside of the Earth/volcano looks like).

Locate major cities on a map. Look at how they have changed over time.

Magma/ lava Vent Oceanic plates Seismic waves

Summer Where does our food come from?

Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including food.

To explore the reasons why food is imported or exported. To explore and be able to talk about how food is produced here and abroad. To understand some of the foods we eat are made using ingredients from

Fair trade Settlement Farming Economic Distribution Natural resources Import Export

Possible visits to a farm or Tesco.

KS1-Local links to land use Y3 – Visit to Cuerden (Allotments)


Short unit Water Cycle (English link)

Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.

lots of different countries. Explore and be able to talk about different types of foods eaten around the world. Explore the concept of Fairtrade.

evaporate surface rises atmosphere cools condenses rain snow clouds precipitation.

Other opportuni

ties

All History topics – identify on the map where in the world Art/ DT/ Science – create erupting volcano. English & Guided Read – volcanoes. Link to Fair Trade (Where does our food come from?)

Year 5

Autumn The UK Ge2/1.1b name and locate counties and cities of the United Kingdom,

Ge2/1.4c 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.

To be able to identify and describe countries and regions of the UK

To be able to identify and locate the counties of the United Kingdom. To be able to locate and identify towns and cities in the UK

Country, county, town, city, atlas, map, region, United Kingdom

Make a map of a short route experienced with features in correct order Draw a plan view with some accuracy Draw a variety of thematic maps based on their own data

Y1 – Journeys – Name the 4 countries and major cities in UK Y3- Different types of mountains and rivers Y4 Volcanoes Y6 Full unit on coasts


Spring Scandinavia Ge2/1.1a locate the world’s countries, using maps to focus on Europe (including the

location of Russia), concentrating on their environmental regions, key physical and

human characteristics, countries, and major cities

Ge2/1.1c 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)

Ge2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries

and describe features studied

To be able to locate Scandinavia’s countries and major cities on a world map To explore the climate and weather of Scandinavia. To explore the physical

features of Scandinavia

Scandinavia Climate Terrain Northern Lights or Aurora Boreali Fjord Physical/Human Geography Equator Hemisphere Latitude Longitude

None Y3 - Mountains

Summer Brazil Ge2/1.1a locate the world’s countries, using maps to focus on South America, concentrating on environmental regions, key physical and human characteristics, countries, and major cities Ge2/1.1c 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)

To be able to locate South American countries and Brazil and its major cities on a world map Describe and understand key aspects of the

Biome Water Cycle Climate Canopy Deforestation Emergent Endangered Forest Floor Indigenous Understory Tribe Favela

Y3 &4 Water Cycle


Ge2/1.4a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Ge2/1.3a describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers and the water cycle

physical geography of the rainforest

Consolidate understanding the Water Cycle

Begin to understand the geographical similarities and differences of human and physical geography of Brazil

Other opportuni

ties

Year 6

Autumn Survival Locate the world’s countries. Identify the position of latitude, longitude, equator, Northern Hemisphere, Southern Hemisphere, Tropics of cancer and Capricorn, Artic & Antarctic circle, prime/Greenwich Meridian and Time zones

To revise knowledge of continents & oceans Identify, describe and reason a key country per continent Understand the relevance of BRICS countries

latitude, longitude, equator, Northern Hemisphere, Southern Hemisphere, Tropics of cancer and Capricorn,

None Yr1 and 2 - 7 continents & 5 oceans


Research a specific country currently in the news To identify and explain special relevance countries

Artic & Antarctic circle, prime/ Greenwich Meridian and Time zones BRICS

Spring Coasts Describe & understand key aspects of …physical geography& human geography – land use, economic activity, natural resources and water. Use maps and digital mapping to locate countries & describe features Six figure grid references, symbols and key

To know what a coast is To identify symbols from an OS map To know how waves shape the coastline To gather facts and write a report on a major coastal erosion To Identify and describe coastal erosion features in two locations How does human activity affect the coastal environments? (Compare coastal activity in UK & N.America)

Abrasion Arch attrition backwash berm coastline constructive corrosion deposition destructive erosion Longshore drift Rock armour Saw tooth Shingle Solution Stabilisation Stack Suspension Swash Traction Undercutting

Trip to the Sefton coastline to look at the make up of a local coastline in terms of rock formation etc. Also to look at how the coast is being used (Mixture of physical and human geography)

Y3 Rivers Y3 Rocks


Why do we need to manage the coastline? To learn about an alternative power source To form an informed decision about a geographical issue

Wave-cut platform

Summer Environ-mental Concerns

Location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. use the eight points of a compass (extend to 16) 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.

Children will choose their own environmental issue and create a project based around human & geographical features Create a 16 point compass

Cardinal compass points


To create a scaled map of the school showing understanding of different scales

Other opportu

nities

Guided Read/whole class read – locate settings on world map Following a map of the local area (summer 2) All History topics – identify on the map where in the world Evolution Unit – location of fossils studied

IMPACT + Children have a wider vocabulary of geographical terms +They will know more, remember more and have growing geographical skills +Children will have a growing knowledge of the world and their place in it. +Children will aspire to discover more about the world

geography curriculum overview

Documents