curriculum overview subject: geography

Curriculum overview – Subject: Geography

Autumn 1st half

Week commencing

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

9.09.19 Use outdoor map on playground.

Why they passed through certain lands – sources

of food.

Focus on counties and compare to

Anglo-Saxon times

Compare Mayan map to modern map. The Maya

made their home in northern

Central America. Today, this region falls into modern

day southern Mexico, most of Guatemala, all of

Belize, the northern tip of

Honduras, and a northeast piece of

El Salvador.

Look at map of Britain at start of Victorian period. Compare to now.

Look at populations within

different areas then and now.

Why were certain places more

populated then?

16.09.19 Languages and culture.

(Focus on Italy)

Compare prehistoric world

on map to modern map.

Maps of how they changed from start to end of Anglo-Saxon

period.

Compare UK and Mayan areas.

Time zones.

23.09.19 France and Dover. Link to Joan of Arc. Talk about how to get from England to France and how this has changed.

Lake District v. south east weather.

Compare different climate zones

across the world and how this has

impacted e.g. food grown.

Look at where Scots came from and what land was used for. Weather there. Why they might have migrated and emigrated.

Compare UK and Mayan areas.

climate zones, biomes and

vegetation belts.

30.09.19 Link in with Big Dig.

Look at animals in habitats in Lake District.

Focus on clothing – link to history lesson – and

housing.

To understand how London has

changed over time.

Chn to present a summary of what they have learnt

showing sims and diffs re. human and physical geography

between local area and South

America in Mayan times

Food miles and trade routes –

how long it takes food to get to the UK. How this has

changed since Victorian times.

7.10.19 Beebots using dinosaur covers. Use directional

language to move around the map – dinosaur island.

Physical – ocean Why they settled where they did.

Latitude, longitude, the

equator.

Compare ‘Mayan Mexico’ to Mexico

today. What features are different and

similar and why?

Food miles and trade routes –

how long it takes food to get to the UK. How this has

changed since Victorian times.

14.10.19 Look at what dinosaurs ate and

why

Human – house, town, shop Aerial photograph

of South Ockendon and

label.

Decisions, decisions task. (Where would

you settle? What would be

important and why?)

Ordnance Survey challenge.

Mapwork focusing on

Central America.

Development of British Empire – start and end of

Victorian era comparison.

Compare map of British Empire

from end of Victorian era to

current day. Chn to map it out.

21.10.10 Map out where fertile crescent is.

Chn to explain this.

Focus on day and night – link to

maths and calculating time differences from different parts of the world – look

at Mexico.

Autumn 2nd half

Week commencing


4.11.19 Where is Egypt in relation to England?

Relate equator temperature. Compare to poles. Use colours to

highlight this on a map. Children to

find Africa in particular.

Teach alongside history

Focus on areas where key

developments from Stone Age took place. E.g.

Italy, Middle East, Africa.

Water cycle. Look at land use in Mexico and

why farming was chosen.

India compared to UK – climate, landscape,

physical features of humans,

topographical.

11.11.19 Compare climate in England to

Egypt.

Name and identify the

names of the countries and capital cities.

Look at where Skara Brae is. Topographical features of the

area.

What is a natural resource? Man-made and natural.

Raw materials and where they

came from – coins.

Compare land-use in Essex to

land-use in Mexico. Why are there similarities and differences?

Suez canal and crisis. Impact on

trade routes.

18.11.19

To name and locate USA and Alabama.

Skara Brae and Mycenaean (Greece).

Compare languages spoken around the world and how they ‘travelled’ to where they are. Look at: Patagonia (USA), UK, Quebec & Montreal (Canada).

Mapwork and graphwork to

show. Look at human

geography –

Create a map of Mayan Mexico and plot trade routes within the country.

Orienteering trail around the school

natural resources to build houses and why settled

(Patagonia).

25.11.19 Compare autumn to winter. Go on

winter walk. Different parts of

world have different seasons.

What are the countries the

children are from like in relation to

seasons?

Focus on commonwealth.

How and why they travelled.

Why they stopped.

. jade, copper, gold, granite. Where were

these then traded to? How did the

physical geography affect the trade routes?

Track Santa’s journey around

the world.

2.12.19 Look at log of weather over past few weeks. Visit weather garden

to measure rainfall etc

Prior to lesson, teacher to

Facebook share a message via

selfie station. Plot countries where

message reaches on a map.

Look at DNA history of a

member of staff. Show ‘movement’

of travel. Why wouldn’t Bronze Age people have

this? Lack of travel across

seas etc

Tourism in Mexico. Chn to

include all information learnt to promote a visit to Mexico. Advert

for Video wall.

9.12.19 Focus on London and Royal Opera House. Compare

to South Ockendon.

Look at different breads from

across the world and plot on a

graph and why they are different due to the natural

resources including food.

16.11.19

Spring 1st half

Week commencing


06.01.20 Difference between rural and urban areas. Identify key features for both. One lesson on rural. One lesson on urban and then compare.

Journey of waste. Identify Greece on map and

name key places within Greece

today.

Where are the Vikings from and where did they

settle? Norway, Denmark and

Iceland.

Look at landscape of Hastings – why did the battle take place there? Locate on map.

world’s countries of the Alliances

13.01.20 Focus on railway journeys and holidays. Where would people have travelled to and from?

Go outside and tally the different vehicles we see pass the school.

Look at ancient Greek map – compare to

modern Greek map.

Iceland – northern lights

Link between England and France. Look at similarities between southern England and northern France (Normandy – where the Bayeaux tapestry was from). Look at e.g. architecture, landscape, weather/climate. Then compare northern France to southern France geographically. To compare and contrast the architecture in both regions.

To locate the countries that

were part of the British Empire at the start of World War I and names their capital cities

How do the weather, climate and physical geographical features affect the design of the buildings?

20.01.20 Look at world map and identify

UK and USA. Identify national parks in USA.

How is this landscape

different to the UK?

Children to create a simple map of

the school and its grounds. Science

garden,

Understand the key vocabulary.

Talk about difference in

weather linked to the world.

Compare why summer/winter Olympics take

place where they are.

Volcanoes Plot where Yorkshire and

Lancashire are on UK map. How

have they changed?

To use atlases and globes

27.01.20 How do seasons affect vegetation

and animals which live there? Focus on USA

and bears (bears don’t technically

hibernate but some do go into a deep sleep). Link to forests in UK.

Google map of area around

school. Mark on key features e.g.

school, roads, park, church,

shop etc.

Focus on architecture.

Rivers and beaches (inc

erosion).

Use compass points and map

references to plot routes which

Henry VIII might have used on journeys from

Hampton Court to France and York.

To learn about the location of trenches, the

climate and the effect that it had

on warfare

03.02.20 Visit a forest – Gruffalo trail and investigate how different to what

have learnt about USA.

Compare city to a farming village.

Focus on urbanisation of Greek societies 2 week coverage

Seas and trade links.

Look at castles and where they

are built and predict why they are built there from looking at

the landscape on maps

To understand economic activity particularly trade

links between countries

10.02.20 Link to electricity. Differences in everyday life. Compare pictures of homes/villages

etc.

To understand and plot 6 figure grid references using symbols

and keys

Spring 2nd half

Week commencing


24.02.20 Go on a walk around the school and the grounds and take photos

of different features

Introduce compass points. What are they for? Left and

right. Play instructions

game.

Focus on urbanisation of Greek societies -recap from last week and compare to modern societies. Why do new cities need compared to old cities? Transport links changing, natural resources availability etc 2 week coverage

Seas and trade links.

To study the exploration of the Tudors/Elizabethans Famous explorers Sir Walter Raleigh.

To locate the countries

involved in World War II using atlases and

maps

02.03.20 Stick the pictures on a map of the

school.

Use compass points to describe a route on a map.

Climate zones –Russia (N and

Trailblazer trip to Hampton Court

LO: To research a country

involved in World

PRACTICAL S). Link to equator

War II finding out about national clothes, food,

anthem, flag etc.

09.03.20 Use the map to help them write

about the features of their

school environment.

Give children a map with a Key. Can they use it

effectively?

The Black Sea. What was it used

for? Benefits.

Hastings – settlement focus.

To study the exploration of the Tudors/Elizabethans Famous explorers Sir Francis Drake. Look at maps to plot

out route.

LO: To write a fact file on a

country of their choice

16.03.20 Look at the impact of cold

weather on cars/transport.

Give children google map of local area around school. Create key to show key features.

Jason and the Argonauts – where did he

travel?

France and different regions

– vegetation

To name and locate counties and towns of the Tudor era.

LO: To present their fact file in a

form of their choice

23.03.20 Look at the impact of hot weather on

cars/transport. Talk about pit

stops and show Cars clip.

Revisit mapping countries and capital cities. Ensure the children know about where they live. South of Scotland, East of Wales etc.

Alexander the Great – his Empire and

where it covered.

Trade routes. Chn to read grid

references.

To name and locate counties and towns of the Tudor era.

30.03.20 Look at the impact of weather

on cars/vehicle with open roofs.

Refer to last week’s map. Today discuss and include surrounding seas.

Chn will evaluate and critique their soap sculpture

Visit to Shakespeare’s

Globe – date tbc

Summer 1st half

Week commencing


20.04.20 To use world maps to map out the UK and Spain and the journey taken between

them.

Sea, port, harbour, and beach. Link to history

Identify Ancient Rome on map and name key places within Italy today.

Chn to find Egypt and the UK on a map. Find the capital cities of each country.

Compare maps of past and present area.

(Lesson 7 History)

27.04.20 Look at the climate and food

of Spain.

Primarily within the slavery trade. Give children world map, draw trade routes across the sea/ocean.

Labels.

Look at ancient Rome map – compare to

modern Italy map.

Upper and Lower Egypt and the characteristic of those locations.

Compare maps of past and present area using technical vocabulary (incl. locational and directional language and routes) (use aerial photo) Development of different routes: railways, M25, Dartford Crossing, 2nd Dartford Crossing, the Thames

04.05.20 Compare climate to UK and Spain.

Discuss the equator. Which countries are hotter? Why? Teachers to

choose a country with wet season and dry season.

Children to

Understand the key vocabulary.

Talk about difference in weather and

climate between UK and Italy.

Look at three seasons in

Ancient Egypt and role each

season plays in the production and harvest of

food.

Features of a river, including

source, etc.

compare UK seasons to other

country.

11.05.20 Show children a map of London and identify key

landmarks.

Discuss the first modern Olympics and country it was held in. Athens, Greece.

Give children blank world map- use atlas to make

the 14 first countries of the

Olympics.

Look at Roman amphitheatres

around the world and similarities and differences between them.

Locate on European map.

Look at River Nile and how it helped

with the production of food

and other materials.

Evolution of river Thames and how

it has changed over time due to

erosion.

18.05.20 Compare a map of London now with London at the time of the

Great Fire.

Volcanoes and earthquakes Does the UK have volcanoes and earthquakes? Why not? Identify and locate Italian volcanoes and earthquakes

Chn research about transport

and how the Egyptians settled around the Nile, boats, sails on boats were first

used etc.

Summer 2nd half

Week commencing


01.06.20 Create a map of London by

sticking landmarks in the

appropriate place.

Research task: children to be given 5 things to research upon in pairs.

Focus on urbanisation and which features

allowed the

Mediterranean sea and how the River Nile flows and coastal features.

Local environment

(Rainham Marshes)

Countries

Currency Language -5 Capital city Population What does it look like?

Empire to be successful

08.06.20 Children to have a world map and

colour in the different countries

of the British Empire.

Link this to computing,

children to create a PPP based on

their country.

How did being located on the

Med benefit the Roman Empire in

trade and invasion. Locate

key countries that were invaded and

include in the Empire.

Buildings in towns and villages incl. mud huts.

Local environment

(Thames Barrier)

Human landmarks

15.06.20 Match flags to commonwealth countries.

To name and locate the world’s seven continents and five oceans. Physical – ocean

Roman infrastructure e.g. Bath and clothing

adaptations,

Look at Egyptian pyramids and what they were used for.

Local environment

(development of the area from

rural to urban – including Lakeside)

Weather and Climate

22.06.20 Children to sort hot and cold countries.

Introduce the word Equator if

ready.

To identify the characteristics of the four countries of the UK.

Where was the capital of

Britannia/ chn to find and locate on

British map Roman towns and what they called today.

Look at deserts, where they’re

located on maps and the different types of deserts

e.g. Red land and black land.

How buildings have changed in

the area – houses, schools,

hospitals, factories, etc.

Rivers

29.06.20 Identify on maps the different

places people in the windrush

generation came from.

Why did the Romans settle where they did? Rivers, gold deposits, tin mines

Look at Modern Egypt and compare to

Ancient, learning about exports

including metals,

Free – in lieu of a school trip during

the term.

textiles, livestock and chemical products and

tourism as part of the economy.

06.07.20 Learn about the human features

of the West Indies.

.

Look specifically at layout of

Roman town in Britain and

compare to Italian Roman town.

What is similar/different

why

Write up a piece of work

answering the Key Question.

13.07.20 Compare climate to UK and West

Indies

Hadrian’s Wall, Collosseum, Pont

du Gard, Bath, Pula, El Jem,

London wall can chn identify how

their use has changed over

time e.g El Jem now film set etc.

curriculum overview subject: geography

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