Geography- Lesotho Scheme of work for KS1 Year 1/2. Durham Lesotho Link ©
Date
QCA
scheme of
work
Learning objectives
Week
1
Unit 5
Where in
the world
is Barnaby
Bear?
 about the location of
other places
 about the types of
transport used to get to
other places
Possible Activities
 Bear in Lesotho (CD available for
Durham schools to purchase from
IT department at Durham, along
with other Barnaby resources).
Use as a stimulus to start topic.
 Journey/travel. Timeline of a daywhere is barnaby. breakfast time
on the plane/ lunch time- on plane,
by following day- arrive- significant
times in the day for them. Pictures
of aeroplane to move during daylong way- simple distance.
 Language work underneath so they
can follow the sequence- footprints
of what he has done.
Resources
Links to other
curriculum areas.
Learning Outcomes
Assessment




 Numeracygraph of
transport or
measuring
distances.
 Literacy:
sequencingtime
connectives.
Where did he
go first, second,
third…
 develop a sense of
distance associated
with travel
 know about
different ways of
travelling to places
 know that different
types of transport
will give different
travel times
Most: realise
that a variety of
types of
transport can be
used to visit
places
Some: that
some types are
more suitable
than others
Wall maps
Create own timeline
Toy or paper plane
Barnaby bear in
Africa activity
sheet- free to
download from
http://www.barnab
ybear.co.uk
Barnaby bears world
map can be
purchased from the
Geographical
association online
shop.
Week
2
 Unit 5
Where in
the world
is Barnaby
Bear?
 that the world extends
outside their locality
 to recognise similarities and
differences and
communicate them to
recognise features of places
 to recognise features of
places
 Continue on from bear in lestho and
timeline work. Where is Barnaby?
 Make a post card from Barnaby- some
descriptions of what it is like, where he
is staying… and show children some
photographs Q: what are the children
doing?
 Activty: postcard writing.
 Children to write a post card back to
Barnaby- about lestho, what is he
doing…etc. (could keep correspondence
going for other lessons as a
stimulus/starter for other work, e.g
weather or transport).
 Use post card to create a display. Could
also have an artefact table- items
linked to Lestho and England.
 Bear in Lesothoavailable for schools
to purchase.
 note: if can’t use
Barnaby- create own
character to go and
visit or persona doll to
create communication
between Lesotho and
Class.
 Post cards(examples
of other holidays to
show as a stimulus).
Post card from
Barnaby. Postcard
writing template,
photographs,
 Link to history:
where would
Barnaby stay?
looking at
houses/homeshouse/rondavel –
compare.
 Role play idea- 1
week home in
England, following
week turn into a
Rondavel. Explore
differences/similar
ities.
 show an interest in
the world around
them
 begin to understand
the concept of visiting
other places
 understand that other
places may be
different from their
own locality
All: many different
places in the
world.
 show an interest in
the world around
them
 develop a deeper
understanding of the
notion of travel to
other places
 understand that
weather conditions in
other countries may
be different from
those they are
experiencing at the
same time
 are aware of
similarities and
differences between
other countries and
their own
 All: name
different types
of weather in
simple term.s
and begin to
recognise that
different
countries
experience
different types
of weather.
Most: name some
similarities or
differences
between England
and Lesotho.
Some: go into
more detail about
features, ask Q’s
of there own
about other places
in the world.
(Note: DT activity- Junk
materials, art straws,
fixings- glue/tape
…etc).
Week
3
 Unit 5
Where in
the world
is Barnaby
Bear?
 to recognise features of
places
 identify types of weather
experienced in places and
seasonal change and their
effects on people
 Could use Barnaby- what sort of
weather might he have experienced?
Look at photographs.
 Sorting activity- into cloudy, sunny…etc
 Q’s what sort of temperature was it?
How hot or cold? How will it affect the
land? (Briefly you could discuss what
plants need to grow and animals and
humans needs).
 What is it like in England- look at the
weather today.
 List differences/similarities together: e.g
snow, heat.
 Q’s What would you wear in
England/Lestho? Look at photographs.
 Link to Literacy: Drama- weather report,
Ch could write a short weather report. O
r link to art- create own weather wheels
for a display.
 Weather chart
 Pictures to show
weather
 Link to interactive
games- see my world
dressing teddy or
espresso- weather or
Charlie chimp dressing
activity.
 ICT- interactive
games.
 Link to scienceplants and
animals. What do
plants need to
grow? Could plant
seeds and carry
out a simple
experiment- place
in different/under
different
conditions?
 Drama.
 Some: can
compare
weather in own
country to a
different
country.
 Some: Begin to
think about how
weather will
affect people,
plants and
animals?
W4onwar
ds.
Links to:
Unit 1
Around our
school – the
local area
Unit 3 An
island home
 that all pupils have a
personal address and that
they travel to school
 their sense of place in
relation to home and school
 to describe a route
 to recognise/identify some
of the physical and human
features of places (including
their own locality) to
understand some of the
ways in which the features
are used
 to describe the features of
the local environment
 to express views on the
features
 that changes occur in the
locality
 to identify some of the uses
of land and buildings in their
locality
 to understand that these
uses are linked to the work
people do
 how places/environment
change for better or worse
over time
 to identify types of transport
 that the world extends
outside their locality
 to recognise similarities and
differences and
communicate them
 to identify likes and dislikes
about a place
 that the world extends
outside their locality
to find places on a map (unit
5)
 Compare contrast Lesotho and own
locality. Look at features,
similarities/differences, what they
like/dislike, people- include jobs.
Describe and discuss what places are
like. Look at maps- outlines, compare
the two countries: Comparesurrounded by water- Britain= island,
what about Lesotho? Link To K. Morag
stories- Island Home. Make map of
own, Split into 2 groups- Durham and
Lesotho put on important features.
 Pictures own locality
and Lesotho.
 Big book- Rose’s walk.
 Katie Morag stories.
 Small world vehicles
 World map/globe
 Discuss and look at routes to schoolpictorial own locality/Lesotho. MA- add
labels. Talk about what is seen, what
they pass, encourage descriptions of
features.
 Link to numeracy- positional language.
Use big books such as Rosie’s walk to
support (cross curricular link to literacy)
 Literacy: Link to Katie Morag- Yr2.
Interactive whiteboard
resource comparing
Lestho to other
countries (hot/cold
countries). Also has
interactive features
looking at the landscape.
See:
http://www.ngflcymru.org.uk/vtc/balloo
n_journey/eng/Introduct
ion/StarterActivity.htm
DVD
Lesotho resource box.
Simple graph templatesNHM.
? food for food tastingsee resource box.
 Mind journey/map (global citizen shipfs/ks1- story map- used for citezenship
scheme.) .
 Journeys/walking/vehicles- compare
towns/city and rural settings.
 Ways to travel there- survey link to
numeracy- support Ch to generate a
tally/charts. Make a graph on paper or
using computer software e.g. RM
graphs.
 Explore likes/dislikes- DVD—food
? Could do some food tasting.
 What Ch like about Durham/like/dislike
(own life).Compare to Lesotho. Look at
hobbies- football?
Success Criteria:
 To show an interest in and develop a deeper understanding of the world around them
 To be aware of similarities and differences between other counties and their own.
 Literacyspeaking and
listening.
 Literacy: see big
books.
Numeracygraphs, Tallies,
Patterns,
positional
language.
 DT looking at
patternsrondarvel.
 Numeracy- create
own repeating
patterns
 DT: if the children
are involved in
designing and
building a home
for Barnaby, could
make own
rodarvel Also
where would be a
suitable place to
put it- look at
locations on
maps/in
photograph.
 DT- making simple
toys, e.g football
 represent the various
types of travel on a
simple graph
 draw some
conclusions from their
findings
 draw a map showing
their route to school
 identify a clear
sequence of features
seen on their route to
school
 use correct vocabulary
to describe features
 know about changes
in their locality
 recognise that
different places in the
area support different
kinds of work
 realise that change is
continuous and
happens in most
places.
 are aware of the
nature and character
of an environment
different from their
own
 know about various
types of transport
 recognise and
understand similar
and different features
of two contrasting
places
are aware of
similarities and
differences between
other countries and
their own.
All: Ch to have a
basic
understanding of
the features that
make up their
local area; and
have a developing
awareness of
other localities.
Most: be able to
annotate a simple
map with some of
the features
Some: understand
the part people
play in developing
and changing the
area.
All: Suggest some
similarities/
differences
between own
locality and
another place.
Most: recognise
the main
similarities and
differences
between their local
area and a
contrasting place