Geography Scheme of Work Reception -The Jolly Postman Learning Objectives Children should learn to: To talk about their environment. To observe, find out about and identify features in the local environment. To make maps of imaginary places using pictures and symbols. Possible Teaching Activities Learning Outcomes Children Take children on a walk to the local Post Office. On the way ask the children to identify different features, e.g. houses, road, level crossing, shops, post box. When they get to the Post Office ask the children to observe what is there. How many people work there? What do they sell? Record their visit with photographs of features of the Post Office and human and physical features seen on the way. Ask the question – Ho9w is this area different to a seaside town? Learn to identify and talk about features in the local environment. Use correct vocabulary to describe features. Read the story of ‘The Jolly Postman’. Discuss how he goes on a journey as he delivers his letters and To draw a simple map showing the Jolly To explore different routes on a map. To follow and give directions to get from A to B. To use vocabulary associated with maps, e.g. up down, left, right etc. packages. Encourage the children to recall the order in which he visits people. Does he go through any areas to get to someone’s house? e.g. wood or forest. Where does his journey begin? Where does his journey end? How can we illustrate this place? Postman’s journey using pictures and symbols. Using a range of maps, including the co-ordinates map in the outside area, encourage the children to explore making different routes on a map. Ensure the children follow as well as give the instructions to get from point A to B. Is there another route we could take? Is there a direct route? Using The Jolly Postman book, explore finding different ways to get the Jolly Postman home. Use string and one of the children’s maps of the Jolly Postman’s route to plot the different routes he could take. Which is the shortest route? Which is the longest? Will follow directions to get from A to B. Use vocabulary up, down, forwards, backwards, left and right. Key stage 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. Pupils should be taught to: Locational knowledge name and locate the world’s 7 continents and 5 oceans name, locate and identify characteristics of the 4 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: o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather o key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop 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 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; 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 Year 1 and 2 - By the Seaside Learning Objectives Children should learn: To make maps and plans of real and imaginary places using pictures and symbols. To use co-ordinates when reading and drawing maps. To follow directions using terms North, South, East and West. Possible Teaching Activities Learning Outcomes Children From work on pirates encourage children to design their own treasure map. Introduce letter and number coordinates to help children find treasure buried on maps. Teach children ‘along the corridor and then up the stairs’ to help them remember to go along then up when reading co-ordinates. Create a treasure map, which incorporates letter and number co-ordinates. Explain how travellers find their way by using co-ordinates. Teach children North, South, East and West and order they go in (use mnemonics e.g. Never Eat Shredded/ Wheat or Naughty Elephants Squirt Water.) Play games to encourage children to use these compass directions. To understand where North, East, South and West are in relation to each other. To explore how the quality of an environment can be sustained and improved. Following the field trip to the seaside discuss how the environment could be improved, e.g. tidied up, have more rubbish bins etc. Discuss pollution – How could the environment change if it becomes polluted? Would people still come and visit there? Have knowledge to recognise how the quality of the environment at Littlehampton beach can be sustained and improved. Identify how this environment could be damaged. Year 1 and 2 Hot and Cold Learning Objectives Children should learn: To become aware that the world extends beyond their own locality. Possible Teaching Activities Learning Outcomes Children To use maps/globes and websites including Googl Earth Where is the Arctic/Antarctic? Using maps and globes ask children to locate the North and South Poles. Discuss the following – What do you think it is like there? Where are those areas in relation to the U.K.? Use an atlas to look at the Equator and identify hot and cold countries. Record on globe outline. Throughout this topic refer to continents and oceans. Locate the U.K. and the Arctic/Antarctic on a world map and a globe. Appreciate the distance from the U.K. to the North and South Poles. To use secondary sources to obtain geographical information. Using photographs and pictures and ‘Life in the Freezer’ video, discuss with the children what the To identify where places are. Extract information about the North and North and South Poles are like. Discuss the main physical and human features e.g. glaciers, igloos. South poles from pictures, photographs. Begin to recognise the physical and human features of these two places. To learn how the weather differs in different localities and the effect it has on people, animals and landscapes. Use pictures of the Arctic/Antarctic to explore and discuss facts about these places. What is the climate like there? How can we find out? How does the climate affect the landscape, animals and people? Where do people live? Children write a piece of factual writing about life in the North and South poles. Have some knowledge of what life is like in the North and South Poles. Extract information from secondary sources. To make maps and plans of real and imaginary places. Read the story of Penguin Small. Discuss the route he took on his journey. Encourage the children to draw story maps of Penguin Small’s journey. Where did he begin his journey? Where did he go next? Create a map of Penguin Small’s journey. To communicate in different ways. Using photographs/books/globes discuss where Africa Draw a map of Africa illustrating the Equator. To investigate places. To identify human and physical features. To ask geographical questions. is. What is it like there? What would it be like to live in Africa? What animals live there? What is the weather like there? Identify where the Equator is on a globe and map. Encourage children to draw maps of Africa illustrating it with pictures of animals and landmarks found there. Write postcards to their friend describing the lifestyle of people in Africa, landmarks and animals found there. Year 1 and 2 Get Moving Learning Objectives Children should learn: Possible Teaching Activities Learning Outcomes Children To use geographical vocabulary Using a map of the U.K. teach the children about compass directions, begin with North, South, East and West. Locate area in the U.K. in these directions. Extend to include North-East, South-East, South-West and North-West. Use large map of U.K. in the playground. Use the terms North, South, East, West, North-East, South-East, South-West and NorthWest correctly. To use globes and maps at a range of scales. Get children to name, locate and label on a map the four countries that make up the U.K. – England, N. Ireland, Scotland and Wales. Extend to include their capitals. Locate and label the four countries of the U.K. and their capitals. To identify and describe the distinguishing features of England, N. Ireland, Scotland and Wales, taking into account landmarks, landscapes, food, traditions and weather. Study one country of the U.K. each week, over four weeks. What is the country called? What is its capital? Discuss key landmarks and features of the landscape, e.g. England, London, built-up area, Big Ben, Buckingham Palace. Use pictures and photographs to help. What is the weather like here? What types of food do they eat? Do they have any national traditions? Identify and describe key features of England, Ireland, Scotland and Wales. Use secondary sources of information. Encourage the children to use information books, photographs, websites including google earth and artefacts Use secondary sources of information. To use secondary sources of information. To use secondary sources of information. to find out extra information about England, N.Ireland, Scotland and Wales. Year 1 and 2 Houses and Homes Learning Objectives Children should learn: To undertake fieldwork activities within the locality of the school. To use geographical terms when describing and explaining their surroundings. Their sense of place in relation to home and school. To describe a route. To make maps and plans using pictures and symbols. Possible Teaching Activities Learning Outcomes Children Take the children for a walk in the local area. Encourage the children to name features they encounter. Can they identify what individual buildings are used for? Focus on houses and homes. Describe the different types of houses they see. How can you tell the difference between a house and a bungalow? What does a detached house look like? Identify clear sequences of features seen on the walk. Use the correct geographical vocabulary when describing the features. Where is the school? How do I get to school? What do I see on the way the school? Ask the children to draw a map of their route from home to school. Encourage them to describe their route to a partner. Conduct a survey to see what type of house the children live in. Represent the findings on a graph – use 2graph programme on computer. Draw a map showing their route to school. Graph the results from a survey As a class make a map of the locality. Place key features on the map e.g. school, level crossing, shops, houses etc. Allow children to mark on where they Make a map of their route to school. Pinpoint their house on a To use maps and plans marking on where they live. To make maps and plans of real and imaginary places using pictures and symbols. In PSHCE and ICT lessons – To describe how an environment can change. To explore how the quality of an environment can be sustained and improved. To observe and record. To express own views. live, record with pictures of children pinpointed on the map. Read the story of ‘The Three Little Pigs’ Talk about how the story progresses and what happens to the pigs. Get children to produce a story map with pictures and symbols. Re-focus back to the features of the local area. Discuss The quality of the environment they live in with regards to rubbish, pollution, traffic and noise. Discuss the road outside the school. When is there more pollution due to cars? – school start and finish times, early in morning then at 5/6 o’clock in evening. How could we cut down on this pollution from cars? Discuss walking to school/ car share ideas. Conduct a traffic survey. How can we try to ensure Aldingbourne remains a safe place to live in and go to school in? large map of the locality. Produce a story map of ‘The Three Little Pigs” Identify the nature and character of a road in relation to traffic and noise pollution. Key stage 2 Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the 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. Pupils should be taught to: Locational knowledge 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 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) Place knowledge 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 in North or South America Human and physical geography describe and understand key aspects of: o physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle o 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 Geographical skills and fieldwork use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied use the 8 points of a compass, 4- and 6-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 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 Year 3 and 4 Water Learning Objectives Children should learn: About the water cycle. The importance of having clean water. To use secondary sources. How water is used in the world. To investigate the similarities and differences in water usage. To use ICT to record data. Possible Teaching Activities Learning Outcomes Children Read the book ‘Splish, Splash, Splosh’ by Mick Manning and Brita Granstrom. Look at the water cycle and water usage. Illustrate the path the water takes – water map page 28-9 in the book. Discuss the different processes occurring – precipitation, condensation, cleaning etc and the importance of having clean water. Learn to understand the comparative importance of clean water and plentiful supply Compile a list of the various uses of water. Sort the list into categories – home, farms, industry, leisure, others. Ask the children to keep a diary of water usage in their home over the period of a week. Explore the issue of wasting water and discuss what happens to water once it has been used. Record the children’s use of water in their home on a spreadsheet or in a database. How is water used in their Understand that water is a universal need. Understand the issue of wasting water and what happens to water once it has been used. Use ICT to present data collected. home? Discuss how reducing consumption might improve the environment. To observe and question. About the environmental impact of a local activity. To use appropriate geographical vocabulary. To understand that rivers have sources, channels, tributaries and a mouth. Look at the issue of who owns water. Who pays for water? What jobs are involved in providing our water? Discuss water bills; look at breakdown of costs. How is water provided in our homes? How does this compare with aid agencies struggling to provide water in less economically developed countries (LEDC’s)? How do they transport water? Can building wells affect the local environment? Are introduced to the work of aid agencies providing water in LEDC’s. Ask and answer questions about the provision of water in this country. Discuss the different parts of a river. Make a river dictionary of the related vocabulary. What is a tributary? Where is the mouth of a river? Where do rivers receive their water from? Look at information books to research more about rivers. Understand the vocabulary associated with rivers and use it correctly. Understand where rivers receive their water from. Use OS maps at various scales to locate the River Arun and trace its route from source to sea. Use atlases and maps to locate named British rivers and determine the course they take. Research this further by using the internet. Use maps and atlases to determine and trace the routes of different rivers. To recognise that rivers receive water from a wide area and that most flow into a lake or the sea. To use and interpret maps, atlases and Satellite Navigation using keys and coordinates. To understand how people can affect the environment. To understand how rivers can be managed. Provide opportunities for children to find out about river pollution – what factors affect the River Arun, how does the Environment Agency deal with these problems. Ask children to prepare information and then hold a debate about the use of chemicals and fertilizers on farms near rivers. Recognise that people actions can affect their environment. Understand how rivers can be managed. Year 5 and 6 Europe Learning Objectives Children should learn: To use and identify keys. Possible Teaching Activities Look at various maps of Europe. Identify the different countries. Which countries border Germany? Look at To use atlases and globes and maps and different keys – What does the map show? What plans at a range of scales. information can we gain from looking at this map? Encourage children to give directions for moving from one To use the eight points of a compass country to another. Learning Outcomes Children Learn to use and identify features on a key. Use reference points to locate areas in Europe. Give directions using the eight points of a compass. to give directions. To ask geographical questions. To learn about the UK and Europe. To recognise symbols for physical features on maps. To draw a map of Europe and identify physical features on this. To use appropriate geographical vocabulary when making references to certain features. Identify the main features of Europe. Use correct terminology when identifying mountain ranges, rivers etc. Locate and name the main rivers in Europe. Identify the capitals of each European country. Draw a freehand map of Europe and label the physical features and capitals of each country. Draw a freehand map of Europe illustrating the key physical features. Use geographical vocabulary. Understand geography is about studying land and human settlement. To recognise that geography can be about the study of land and human settlement. To use secondary sources of information, e.g. photos, pictures, books, the internet. To communicate in different ways. Look at the approximate populations of the different countries in Europe. Look at how the settlements vary in size and how the land is used. Make video and diary entries of travels around Europe. Compare the different countries in relation to population, landscape, and local specialities. Will use secondary sources to learn about the different countries in Europe. Will produce video and diary entries using information found. Understand how physical features, such as a river, can affect the lives of Watch the film about the river Rhine. Gather information from the film. Where is the river Rhine? How long is it? Learn that the landscape along the river Rhine the people who live along its banks. That a landscape along the bank of a river may change during its course. That rivers have sources, channels, tributaries and a mouth. How does the river affect the people who live along its banks? How does the land change along the course of the river Rhine? Produce a brochure for the river Rhine. Pick out the advantages (e.g. the views and facilities) and the disadvantages. To understand that there are different weather patterns in different parts of the world and even in Europe. In PSHCE lessonsTo look at how people can affect their environment. How we can manage and sustain our environments. changes along its course. Name the different parts of a river. Recognise how a river can affect the lives of people that live along its banks. Illustrate the water cycle. Understand different weather zones and why they occur. Look at the subject of conservation. How are areas conserved? How are they managed and sustained? How can an area/environment be damaged? Look at the book “Where the Forest Meets The Sea “ by Jeannie Baker, to give possible points for discussion. Children research, then present a persuasive argument about whether a beach resort should be developed or not. The Euro debate. Encourage the children to look at the advantages and Learn how to manage and sustain an environment. Understand how people can affect their environment. disadvantages of such a development. Who would profit/suffer from this kind of development? Year 5 and 6 Kenya Learning Objectives To recognise how places fit within a wider geographical context. To use atlases, globes and maps. To 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) Possible Teaching Activities Map of UK to Kenya Locate within relation to other countries, continents and within the world using maps, internet, atlases and globes. Study the position of Kenya in Western Africa. Ask children to map the route from Kenya to the U.K. plot the air route between Gatwick and Banjul. Investigate, explore and describe the physical characteristics of the land being flown over. Learning Outcomes Locate Kenya and the U.K. Draw a map to show the air route taken from Gatwick to Banjul. To find the location of a country. To learn about the UK, Europe and North and South America To recognise physical and human features of a country. Map of Kenya (physical + capital + cities). Map the area of Kenya. Note the shape of the country and the main physical and human features. Discuss living conditions, houses – materials used to build them, sanitary conditions etc. Identify the similarities and differences between homes in Kenya and those in the U.K. Research Kenya lifestyles and houses. Formulate key questions Describe the main similarities and differences between homes. Recognise the main physical and human features. Look at and discuss the position of the river in Kenya. How is the area used as a trade route? Does this help the economy in Kenya? Investigate different industries found there using books, photographs, the internet. Are aware of economic activities. Use secondary sources to research industries found in Kenya. To identify and describe what places are like. Investigate the lifestyles of Kenyans. Look at the roles of men and women, houses, clothes worn, transport and occupations of local people. Record findings in a written account. To write an account which describes the lifestyles of the Kenyans. To use secondary sources. Research tourism in Kenya. How is the area changing due to tourism? Does tourism boost the local economy? Understand the effects of tourism on an area. About similarities and differences between places. To ask geographical questions To describe To begin to understand the relationship between location and economic activity. To begin to understand the relationship between location and economic activity. That weather conditions can have an effect on tourism and life in an area. To develop their decision making skills. What is the climate like there? Study the weather and seasons. Compare the climate in Kenya to that experienced in the U.K. Does the climate have an affect on human activity? What effect does the weather have on tourism? Identify how weather conditions can enhance or detract from tourism in an area. Poster on hunting, research effects. To recognise how people can improve or damage an environment. Understand why certain environments need to be managed correctly. To recognise how and why people may seek to manage environments sustainably. Year 5 and 6 Local Study Learning Objectives Possible teaching activities To study a locality (other than Westergate) in local district. To know that West Sussex is a county and know other UK counties and major cities. Study Sussex- looking at its different features. Name and place counties on map of UK. Learning Outcomes To use and interpret maps and atlases using keys, co-ordinates and indexes How settlements differ and change Recognise how places fit within a wider geographical context Use a variety of OS maps of Sussex, Westergate, south of England Revise OS symbols and 4 figure grid references Changes in Westergate, houses, roads, land use Westergate past and present and what has caused those changes How Westergate is built on a major through road, traffic survey The local area beyond Westergate – the Six Villages