Bottesford CE Primary School Medium Term Plan
All planning will take into consideration the use of forward / back trackers on unit assessment. Issues related to multicultural education, gender and PSHE
education will be considered. Evaluation of lessons will be ongoing and inform future planning. See teachers own evaluations. Success criteria (S2S) will be
integral to teaching each learning objective.
Year Group:
5
Term: Autumn
Subject: Geography
Unit of study: Contrasting Localities / Coasts
Wk:
Learning Objectives / Key Skills
1



BIG PICTURE
Vocabulary
Key Skills
 To investigate places
 To use geographical questions
 To develop awareness of how
places relate to each other

2
To use and interpret atlases
and maps
 To use secondary sources
 To use geographical vocabulary
 To identify main physical and
human features
Cross curricular links: literacy, art, numeracy
Planned differentiated activities
Where is Skegness?
 Pupils to locate Skegness and their school on maps and
atlases, noting the position of Skegness within the wider
rail, road, route context.
 Identify and discuss differences and similarities in the
location of the two places.


Pupils to plan the best route to Skegness (using criteria
agreed by the group), noting the distance, direction, coordinates, settlements and economic activities passed on
the way.
Pupils to record a route from the school to Skegness.

Vocabulary:
location, route, network, distance, direction, grid
reference, settlement type, economic activity,
buildings, landscape, leisure, seaside resort, beach,
coast, sea, physical, human, land use, features,
traffic, vehicles, compass, primary, secondary,
tertiary
Coasts
coast, cliff, transportation, deposition, stack, needle,
cave , bay, beach, groyne, sea wall, sustainable, sand
dune, boulders, erosion, swash, backwash,
longshore drift
Resources:
Ordnance survey maps, street maps and base maps
of Skegness
Review previous learning
Pupils to use their prior knowledge of coastal towns to say Photographs and brochures
what they expect Skegness to be like (Think pair share)
Google Earth
Research using the following headings: buildings,
landscape, economic activity and leisure use secondary
Field Visit
sources – ICT and tourist brochures.
Sketching pencils, Colouring pencils, Stopwatch,
Clipboards, Camera, Tape recorder, Oranges,
Lollipop sticks
What do we expect Skegness to be like?


Vocabulary / Resources
(Including internet sites)
Downloaded from www.geography.org.uk/makinggeographyhappen
Bottesford CE Primary School Medium Term Plan
All planning will take into consideration the use of forward / back trackers on unit assessment. Issues related to multicultural education, gender and PSHE
education will be considered. Evaluation of lessons will be ongoing and inform future planning. See teachers own evaluations. Success criteria (S2S) will be
integral to teaching each learning objective.
3
 To know how people affect the
environment
 To know how the features of
localities influence the nature
and location of human
activities
Why is Skegness like this?

Review previous learning
 Pupils to use internet to research the history of Skegness
 Pupils to create a timeline of events (A3)
 Pupils to summarise what they have learned about history
of Skegness and how this has had an effect on Skegness
today.
4
 To identify main physical and
human features
What is Skegness actually like?
 To collect, record and analyse
data

 To identify land use
 Pupils to carry out a land use survey

 Discuss with the children different types of buildings and
different types of jobs.
What are the main human and physical features and land
uses?
What do people do here?
What are the main economic activities here?
To develop an awareness of
economic activities
Review previous learning
 Pupils research using computers and list the types of
economic activity in Skegness and categorise them as
primary, secondary and tertiary – 'take it', 'make it', 'sell
it'. What proportion are primary, secondary and tertiary?
 Pupils to decide which economic activity they would most
like to be involved in (compare with data from own
locality).
Downloaded from www.geography.org.uk/makinggeographyhappen
Bottesford CE Primary School Medium Term Plan
All planning will take into consideration the use of forward / back trackers on unit assessment. Issues related to multicultural education, gender and PSHE
education will be considered. Evaluation of lessons will be ongoing and inform future planning. See teachers own evaluations. Success criteria (S2S) will be
integral to teaching each learning objective.
5
Coasts
 An introduction to coastal
environments, what their
features are and how they are
changing.
6
Coasts
7
8
Coasts
 Follow up from field visit
 To know why Skegness is like
this through mapping
Introductory lesson with BGUC
 Review previous knowledge of coasts
 How are coasts formed?
 How are beaches formed?
 How can we sustain our coastlines?
 Pupils to use weblinks to research how coastlines are
formed and eroded
 Pupils to customize lollipop stick for field visit
Extension to complete erosion sheet.
Field Visit with BGUC
 Coast – long shore drift, building coastal defences,
observing current coastal defences, beach art, wave
counting, tide line spotting

Investigate and identify landuse in Skegness – walk
and answering questionnaire, mapping/sketching

Lunch – fish and chips!
Follow up from field visit
Day organised by BGUC students – carousel of activities
To know why Skegness is like this through mapping
Review previous learning
Discuss and model 6 figure grid references (Northings and
Eastings)
Pupils to work in pairs with OS maps to answer questions
Why are some streets built at right angles to one another?
Why are their long streets along the sea front?
Look at scale and distances between places.
Downloaded from www.geography.org.uk/makinggeographyhappen
Bottesford CE Primary School Medium Term Plan
All planning will take into consideration the use of forward / back trackers on unit assessment. Issues related to multicultural education, gender and PSHE
education will be considered. Evaluation of lessons will be ongoing and inform future planning. See teachers own evaluations. Success criteria (S2S) will be
integral to teaching each learning objective.
9
10

To understand similarities
and differences between
places
End of unit assessment
To understand similarities and differences
 Review previous learning
 Pupils to discuss similarities and differences between
Skegness and Bottesford.
Who lives there?
How are they changing?
Where are they?
What are they like?
How did they become like this?
Pupils to produce a poster highlighting the similarities and
differences between Skegness and Bottesford.
Persuasive poster – Family has a choice to move to Bottesford
or Skegness – which place should they choose?
Who lives there?
How are they changing?
Where are they?
What are they like?
How did they become like this?
Children exceeding expectations:
Children not reaching expectations:
Downloaded from www.geography.org.uk/makinggeographyhappen
Bottesford CE Primary School Medium Term Plan
All planning will take into consideration the use of forward / back trackers on unit assessment. Issues related to multicultural education, gender and PSHE
education will be considered. Evaluation of lessons will be ongoing and inform future planning. See teachers own evaluations. Success criteria (S2S) will be
integral to teaching each learning objective.
most children will:
some children will not
have
made so much progress
and will:
some children will have
progressed further and
will also:
describe the physical and human features of the place
studied and understand how the mix of these features helps
to explain its character; draw out similarities and differences
between places and begin to understand links between
them; offer appropriate observations about locations and
the patterns made by physical and human features;
recognise human processes and begin to understand how
they can change the character of a place; recognise and
describe how people can improve or damage the
environment; use confidently a full range of skills and
different kinds of maps and resources to undertake some
independent investigations and some planned by the teacher
describe the main physical and human features of the place
studied and begin to offer reasons for the distinctive
character of a place; draw out similarities and differences
between places; begin to explain 'why things are like that',
referring to physical and human features of the landscape;
identify how people affect the environment; use a range of
skills and different kinds of maps and resources to undertake
investigations planned by the teacher
understand the importance of location in understanding
places and offer explanations for patterns of physical or
human features; recognise and describe how people can
improve or damage the environment; describe different
approaches taken to environmental management; use
confidently a range of skills and different kinds of maps and
resources to undertake a range of independent investigations
in addition to those planned by the teacher
Downloaded from www.geography.org.uk/makinggeographyhappen