geography ks1 cycle a€¦ · the human and physical geography of places. use maps, atlases and...
TRANSCRIPT
GEOGRAPHY– KS1 Cycle A
Autumn term
What is my place like?
Focus - Local environment
Spring
What is our country like?
Focus - UK, capitals, seas, and
countries.
Summer
Wherever Next?
Focus - Poles and Equator.
Curriculum Drivers
Possibilities: Are all places the same?
Respect: How can we look after our environment/school grounds?
Skills for Learning: Which skills will I need to be an explorer?
National Curriculum
Understand geographical similarities and
differences through studying human and
physical geography of a small area.
Use atlases and maps to identify the local
area.
Use aerial photographs to plan
perspectives to recognise landmarks and
basic human and physical features. Use fieldwork and observational skills to
study the geography of their school and
grounds and the key human and physical
features of its surrounding environment.
Name and locate and identify characteristics
of the four countries and capital cities of the
UK and its surrounding seas.
Understand geographical similarities and differences between different parts of the UK.
Use of geographical information from maps,
atlases, globes.
Name and locate the world’s seven
continents and five oceans.
Identify the locations of hot and cold areas
of the world in relation to the Equator and
the North and South Poles.
Use globes, atlases and world maps to
identify continents and oceans.
Key Question
What can we find in our school grounds?
What is the weather like today? What countries are in the UK?
What is special about the UK?
Why do polar bears and penguins never meet in the wild?
What is life like in the hottest places in the world? Key
Concepts
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills.
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills.
Knowledge of location, places and processes.
Understanding of geographical process (weather).
Use of maps.
Fieldwork and observational skills. Key
Vocabulary
School, home, buildings, location, address, land,
village, house, land use, town, city.
Earth, ocean, sea, coast, land, continent, island,
United Kingdom, Wales, Ireland, Scotland, England,
Northern Ireland, Capital city, London, Edinburgh,
Cardiff, Belfast, Dublin. North Sea, Atlantic
Ocean, The Channel, Irish Sea. Direction, North,
South, East, West. Forest, hill, river, weather,
city, coast, country, capital.
Earth, poles, Equator, continent, ocean, climate,
weather, location, globe, physical feature,
compass, North, South, East, West
Key Knowledge
Children will be able to:
Locate the local environment on a globe
and map.
Follow a basic fieldwork approach question
– observe – collect – describe.
(More detailed analysis required from Year
2.)
Develop geographical description skills
based on their fieldwork findings.
Record what they notice and use key
vocabulary about the local weather.
Make decisions and use basic maps.
Children will be able to:
Locate the UK in general terms on a globe,
world map and map of Europe. Pupils develop
knowledge in overview of some of the key
physical and human features of the UK. Develop knowledge of the names of the
countries of the UK, their capital cities and
the surrounding seas, identify these on a map
and locate them on a simple messy map of the
UK.
Develop knowledge about the key physical
features of the UK to include the surrounding
seas. Pupils will develop knowledge about using a
simple atlas to find information and present
findings on a map.
Develop knowledge about some of the basic terms
used to describe the daily weather and how
weather differs around the UK on the same day.
(Y1 local weather Y2- weather around UK capitals).
Y2 describe all they know about UK.
Children will be able to: Identify at a simple level some of the key
features of different climate zones and
weather by using geographical photographs
and build on their vocabulary.
Locate the features of the coldest places on
Earth.
Know the different location of the cold
areas of the world, and some distinctive
characteristics of the polar regions.
Identify the location and key features of
the equatorial region. Begin to understand the impact of physical
features on human life in a country on the
equator.
Carry out local weather fieldwork and
compare to hot and cold places.
Continued for Y1 from last topic.
Y2 more detailed comparison required.
Key skills Use maps.
Use fieldwork and observational skills.
Use directional language (near and far; left
and right introduce North) Year1
Use simple compass directions( North,
South, East, West) Year 2
Recall countries, capitals and seas of UK.
Y2 add these details to a simple map using
compass directions.
Y1 more simple map using North.
Year 1 add labels to a simple map.
Year 2 make a simple map and add a basic key.
Identify basic features on a photograph and a
map.
Year 1 give a basic outline of how local
weather affects people/ places.
Year 2 give a basic outline of how national
weather affects people/places/vegetation.
Year 2 summarise findings about UK.
Begin to recall continents and oceans of the
world.
Identify basic features on a photograph.
Pupils use a piece of information from a
source or fieldwork to agree or disagree
with an idea. Year 2 only.
Pupils can use a globe to identify hot and
cold places and the Equator.
GEOGRAPHY– KS1 Cycle B
Autumn What can I find in my corner of the world?
Focus – Local environment
Spring What is our country like?
Focus – characteristics of cities, directions, weather. UK
Summer What might we see on holiday?
Focus – world Y2 Local Y1
Curriculum Drivers
Possibilities: How long would it take to travel around the United Kingdom?
Respect: How can we make our country better?
Skills for Learning: How can we improve our local area? National
Curriculum Develop knowledge of human and physical
features in the locality.
Use a simple map.
Follow a simple route on a map.
Use simple fieldwork and observational
skills.
Name and locate and identify characteristics
of the four countries and capital cities of the
UK and its surrounding seas.
Understand geographical similarities and differences between different parts of the UK.
Use of geographical information from maps,
atlases, globes.
Use fieldwork and observational skills to
study weather.
Locate the world’s continents, the
equator, the UK and its capitals.
Compare the human and physical
geography of two small areas. (Y2 Kenya-a
contrasting non European country) Y1 a
contrasting UK seaside town.) Use aerial
photographs and atlases.
Use simple compass directions and
directional language.
Use UK and global maps to identify the
regions covered.
Key Question
What can we see in our local area?
What can we see from the air? Where would I go if I journey North?
What is the weather like in the UK? What would a visitor find at Saltburn by the Sea?
(Year 1)
On safari in the Masai Mara – what will we find?
(Year 2)
Key Concepts
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills Key
Vocabulary Near/far/left/right. Locality weather, plants,
soil, village, house, office, shop, settlement.
Y2 only N,S,E,W
Earth, ocean, sea, coast, land, continent, island,
United Kingdom, Wales, Ireland, Scotland, England,
Northern Ireland, Capital city, London, Edinburgh,
Cardiff, Belfast, Dublin. North Sea, Atlantic
Ocean, The Channel, Irish Sea. Direction, North,
South, East, West. Forest, hill, river, weather,
city, coast, country, capital.
United Kingdom, North East, Middlesbrough,
Saltburn Human feature: town, city, house, farm,
shop, road,Physical feature: beach, sea, cliff, hill,
vegetation, river, Compass points -North, South, United Kingdom, North East, Middlesbrough,
Saltburn Human feature: town, city, house, farm,
shop, road Physical feature: beach, sea, cliff, hill,
vegetation, river, ocean World Continent Location
Africa, Kenya, Masai Mara Compass points
North, South, East, West
Key Knowledge
Children will be able to:
Locate their local environment in a simple
atlas/globe.
Develop knowledge in overview of some of the key
physical and human features of the local area. ( Year 2 revisit Y1 first time.)
Use aerial photographs and recognise key
human and physical features.
Understand 4 points of compass Y2 only.
Identify N on a map Y1.
Children will be able to:
Locate the UK in general terms on a globe,
world map and map of Europe.
Develop knowledge in overview of some of the
key physical and human features of the UK. Develop knowledge of the names of the
countries of the UK, their capital cities and
the surrounding seas, identify these on a map
and locate them on a simple messy map of the
UK.
Develop knowledge about the key physical
features of the UK to include the surrounding
seas.
Develop knowledge about using a simple atlas
to find information and present findings on a
map.
Develop knowledge of direction and some key
towns in their home region. Pupils will develop
map use knowledge by using a more detailed
map.
Develop knowledge of the countries and
capitals of the UK and their characteristics.
Y1 London
Y2 four capital cities of UK.
Children will able to:
Recognise the likely human and physical
features at popular holiday destinations in
the UK. Understand the human and physical
geography of a small area of the UK,
Saltburn, through the use of aerial
photographs and maps of an area. Year 2 Identify Kenya, equator on a world
map/ globe.
Year 1 identify location of an alternative
Seaside UK resort.
Compare and contrast two localities.
Key Skills To follow a route on a basic map.
Year 2 draw a sketch map.
Collect data from fieldwork and develop
observational skills.
Y1 Write a few sentences about local area.
Y2 Collect and present data to carry out survey of
jobs people do in area.
Use a compass to find N,S,E,W.
Year 1 Use a compass to find N/S.
Y1 focus on characteristics.
Y2 compare characteristics of all four UK capital
cities..
Y2 summarise findings about the UK.
Use observational and fieldwork skills
to record weather
Use a compass to find N,S,E,W.
Year 1 Use a compass to find N/S.
Find simple things on a map.
Discuss simple symbols on a map.
Describe what jobs people do in a
place.
GEOGRAPHY– Lower KS2 Cycle A
Autumn Is the UK the same everywhere?
Focus- UK
Spring What can we discover about Europe?
Focus- Europe
Summer Why is my world wonderful?
Focus - World
Curriculum Drivers
Possibilities: Where would you like to explore?
Respect: Why should we look after our world?
Skills for Learning: How can we look after our world? National
Curriculum
Name and locate the four countries
and capital cities of the UK and its
surrounding seas.
Understand geographical similarities
and differences through studying
the human and physical geography of
places.
Use maps, atlases and globes to
identify. Use 8 points of compass and grid
references Year 4 only. Use 4 points of compass Year 3
Locate European countries including Russia
concentrating on their environmental regions, key
physical and human characteristics, countries and
major cities.
Describe and understand key aspects of physical
geography, including : rivers, mountains, biomes,
vegetation belts.
Describe and understand key aspects of human
geography, including: types of settlement and land
use, and the distribution of natural resources
including energy and minerals.
Use 8 points of compass and grid references Year
4 only. Use 4 points of compass Year 3
Name and locate the world’s seven continents
and five oceans.
Focus on environmental regions, key physical
and human characteristics, countries and
major cities. Describe and understand key aspects of: mountains,
volcanoes and rivers.
Use eight compass points
Use maps and globes to locate continents and
oceans.
Key Question
What can we spot on a satellite image of the
UK?
What would we see if we sailed around the
edge of the UK?
What can we learn from different maps?
Why are there mountains in Europe? What are the wonderful things about this world?
Where are the highest/wettest places in our world?
Key Concepts
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills.
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills. Geographical communication.
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills. Geographical communication.
Key Vocabulary
United Kingdom, capital. Country,
county, region. Landscape, relief,
landmark. Physical – rivers, mountains,
hill climate, weather, vegetation.
Climate change. Coastline, granite,
pebble, sandy, chalk, river, lake,
peninsula. Satellite image, symbol, grid
reference, (4 figure grid references.
Year 4 only )
Settlement, city, factory, office, shop, function,
urban, rural, land use, environment, environmental,
human, physical. Country, county, population,
inhabitant. Shopping centre, market. Satellite image,
OS map, symbol, key.
(4 figure grid references. Year 4 only )
Earth, land, continent, ocean, sea, river, city,
Equator
Europe, Asia, Africa, North America, South
America, Oceania, Antarctica.
Key Knowledge
Children will be able to:
Build on prior learning from KS1 on
UK.
Locate countries of UK and capital
cities.
Use a satellite image to locate key
human and physical features –
mountains, rivers, coast vegetation
and settlements.
Know names of main mountain ranges
and rivers in UK.
Use atlas grid references when
locating places. Year 4 only Use compass directions Y3.
Understand physical features and
related vocabulary to UK coastlines.
Understand weather and climate changes
across the UK.
Demonstrate some general
knowledge relating to physical and
human geography of UK.
Children will be able to:
Locate major European countries.
Use keys and labels.
Use different types of maps.
Locate important features of maps, capital cities,
mountain ranges and landmarks.
Develop knowledge of different vegetation belts. Know about the impact that the climate zones
of Europe have on the weather,
Develop knowledge of major rivers and mountain
ranges in Europe.
Children will be able to:
Locate seven continents and five oceans.
Understand human and physical features of
the world.
Demonstrate general knowledge relating to
physical and human geography of the world.
Key skills Use grid references Y4 only
Use compass directions. Y4 8 points
of compass Y3 4 points of compass
Locate four countries of UK, capitals
and surrounding seas.
Use atlases confidently to locate
places.
Present data in simple graphs.
Use computer mapping to locate
places and describe features
studied.
Locate major European countries and mountain
ranges.
Use simple climate graphs. Use thematic maps and atlases.
Use grid references Y4 only
Use compass directions. Y4 8 points of compass Y3
4 points of compass.
Use sketch maps and plans in fieldwork.
Introduce Y3 Use the eight compass points. Use world maps, atlases, globes and computer
mapping to locate places. Use grid references introduce Y3
Locate the world’s continents, oceans and the
equator.
GEOGRAPHY– Lower KS2 Cycle B
Autumn Why is the North East so special?
Regional (UK)
Spring Why do we have cities?
Focus - UK
Summer Why does Italy shake and roar? Focus – Europe – region of Italy.
Curriculum Drivers
Possibilities: Have you ever seen a volcano?
Respect: Why is the North East so special?
Skills for Learning: What skills are needed to make a great community?
National Curriculum
Locate the counties of the UK.
(North East)
Understand geographical similarities
and differences through the study
of human and physical geography of a
region.
Describe and understand the key aspects
of rivers and the water cycle.
Describe and understand key aspects of rivers and the water cycle.
Recognise the 8 points of a compass and develop knowledge of maps/ symbols ( and grid references Y4).
Name and locate countries and capital cities of the
United Kingdom.
Describe and understand key aspects of human
geography, including economic activity.
Understand geographical similarities and
differences of cities in the UK with some global
cities. Use maps, atlases and digital/computer
mapping to locate cities
Locate the world’s countries (Italy)
concentrating on their key physical and human
characteristics, countries and major cities.
Understand geographical similarities and
differences through the study of a region in a
European country.
Describe and understand key aspects of:
physical geography, including: rivers,
mountains, volcanoes and earthquakes.
Describe and understand key aspects of
human geography including types of
settlement and land use.
Key Question
What do we produce in the North East?
Is everywhere the same? Are all the cities in the UK the same?
Have our cities change over the years?
Why does Italy shake and roar?
Key Concepts
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills.
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills.
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Key Vocabulary
Cities, urban, rural, coastal,
County, region, hills.
River, stream, tributary, source, mouth,
flood, estuary, current, erosion, flow,
deposition.
Energy, power, transport, employment,
resources.
Settlement, city, factory, office, shop, function,
urban, rural, land use, environment, environmental,
human, physical
Country, county, population, inhabitant. Shopping
centre, market
Satellite image, OS map, symbol, key.
Continent Europe, Country, region ,
Italy, Population, Coastline, bay
Peninsula ,Mountain range: Alps, Apennines
Rivers- Po, Tiber
Tectonic – plate boundaries,
Volcano(es) –Vesuvius, Stromboli, eruption,
magma, ash, gas, vent, cone, crater, lava flow
Earthquake – vibration, fault, plate boundary,
epicentre, Richter scale, tremor, seismic, hazard
Key Knowledge
Children will be able to:
Locate the counties of the UK.
(North East)
Understand geographical similarities
and differences through the study
of human and physical geography of a
region. Describe and understand the key aspects
of rivers and the water cycle.
Describe and understand key aspects of rivers and the water cycle.
Recognise the 8 points of a compass and develop knowledge of maps/ symbols (and grid references Y4).
Children will be able to:
Name and locate the major urban areas and
cities of the UK. Understand the differences in site, size and
function of a range of cities of the UK.
Develop map skills knowledge, use of a key, 4
figure grid references, common symbols and
mapping conventions. Understand changes to land use and the size of
city centres over time – use a city as a case
study.
Understand an aspect of human geography –
describing and understanding key aspects of
types of settlement and land use, functions and
economic activity in cities.
Children will be able to:
Locate places on a map.
Use of the details in atlases to build
knowledge about location, scale and
direction
Understand the varied geography of Italy:
climate, vegetation, land use, relief, land
marks.
Learn about the effects of Italy’s
geographical location on a plate boundary
Use key subject vocabulary for and
sequencing of events of a volcanic eruption.
Compare a region of the UK and a region of
Italy identifying geographical similarities
and differences. Understand the causes events and effects of
earthquakes in Italy.
Key Skills Interpret symbols on maps using
maps including computer mapping.
Describe the main human and
physical features of the North East
and locate on maps.
Use compass directions (and grid
references Y4.)
Label features of a river and the
water cycle.
Use atlases and computer mapping
tools to locate places.
Use directional language to locate places on maps.
Interpret symbols on a map.
Compare cities in UK with the world.
Compare how cities have changed over time. Recognise 8 points of compass. (and grid
references Y4.)
Develop OS map skills using digital/computer
mapping to locate and describe features studied.
Using an aerial photograph of a European city
or land form, identify and label the key
features.
Using a map of Europe, identify the location of
key locations using grid references (both year
groups in Summer term introduce to Y3) and
NSEW.
Design questions you would want to investigate
if you were visiting the Bay of Naples.Y4
Y4 draw maps of Italy.
GEOGRAPHY- Upper KS2 Cycle A
Autumn Where could we go?
Focus- world
Spring What shapes my world?
Focus - world
Summer Where has my food come from?
Focus – UK and world
Curriculum Drivers
Possibilities: Where will I travel to?
Respect: How can we look after our planet?
Skills for Learning: How can we help solve the problems? National
Curriculum Locate the world’s continents and
oceans. Year 5 more detail. (Y6 quick
recap)
Describe and understand key aspects
of physical geography at global scale
including climate zones, biomes.
Identify the position and significance
of Longitude and Latitude, Equator,
meridian and time zones.
Look at the interaction of climate
with landscape and development.
Role of climate in vegetation. Use of world maps,atlases, globes
and computer mapping to locate
places through lines of longitude
and latitude, use of photographs.
Atlas use – with index and clear
location markings. Year 5 use 4 figure grid references
to build knowledge of the wider
world.
Y6 use 6 figure grid references to
build knowledge of the wider world.
Develop understanding of locations and
places showing evidence of physical and
human processes which have shaped the
landscape. Use maps, atlases,globes and
digital/computer mapping to locate
countries and describe features studied.
Year 5 use 4 figure grid references to build
knowledge of the wider world.
Y6 use 6 figure grid references to build
knowledge of the wider world.
Develop understanding of land-use patterns
and farming in the United Kingdom.
Describe and understand key aspects of
human geography including: the distribution of
food and trade links. Use maps, atlases, globes and digital/computer
mapping to locate countries and describe
features studied.
Understand geographical similarities and
differences through the study of human
geography (food/trade links) compare to a
different country e.g. New Zealand.
Key Question
Can we locate our fantastic places like
geographers?
Why is the land around the planet so many different
shapes?
Where does the United Kingdom get its food from?
Key Concepts
Knowledge of location, places and processes.
Similarities and Differences.
Knowledge of location, places and processes.
Similarities and Differences.
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps Use of maps.
Use of maps.
Fieldwork and observational skills.
Key Vocabulary
longitude, latitude, meridian, tropics,
characteristics, time zone, biome, vegetation,
climate, habitat, UNESCO
Process, human, physical, climate, weather, ice,
glacier, water, water cycle, tectonic plates,
biomes, climate zones, Earth’s crust, biome,
vegetation, soil.
Land use, farm, trade, resources, transport, UK,
import, dairy, cereal, livestock, import, producer
Key Knowledge
Children will be able to:
Locate the world’s continents and
oceans Year 5.
Location of a variety of places across
the world, key human and physical
characteristics, climate zones, biomes,
vegetation belts, rivers and mountains,
economic activity, land use, and
distribution of natural resources
the reason for and application of lines
of longitude and latitude.
Develop knowledge about time zones
around the world.
Understand key features and locations
of major biomes of the world. Use of
geographical information such as
graphs.
Develop decision making, use of maps
and geographical terms.
To understand that physical processes have
shaped and continue to alter the landscape
and affect the lives of the people who live in
different places. Examples to include weather,
ice, coastal processes, human activity.
Understand types of landform, geographical
vocabulary, use of geographical
photographs. Develop knowledge of how ice has shaped
some of the land in the UK and further
develop OS map knowledge and skills.
Understand the impact of tectonic movement
on landscapes, use of different types of maps
and geographical resources.
Develop knowledge of the origin of
different types of food at basic level
before moving to place/ country of origin.
Develop locational knowledge – world’s
countries.
Understand key aspects of human geography
including: trade links and the distribution of
food resources.
Develop use of geographical information,
looking at trade and imports.
Investigate land use, economic activity and
use of resources in countries.
Describe and understand key aspects of
human geography: economic activity, use of
resources.
Understand the impact of human actions on
the physical world.
Key skills Describe places in terms of longitude and
latitude.
Use lines of longitude and latitude to
locate some of the world’s most fantastic
places accurately. Use maps to locate biomes around the
world.
Use atlases including using index to find
places using grid references.
Locate the world’s continents and oceans.
Year 5 Year 6 could revise this too.
Year 5 use 4 figure grid references.
Y6 use 6 figure grid references.
Understand geographical vocabulary.
Use of atlases and globes. Use of a variety of
sources of geographical information- text,
photographs, satellite images.
Use Year 5 use 4 figure grid references to
locate places.
Use Y6 use 6 figure grid references to locate places.
Use information from maps, diagrams and
information texts.
Collect measure and record data in order to
produce graphs and calculate miles food has
travelled. Year 6 more detailed maps.
Using geographical knowledge to write a
supported judgement
GEOGRAPHY– Upper KS2 Cycle B
Autumn Fantastic forests- Why are they so important?
Focus – world
Spring Destination Sao Paulo – What do places have in
common? Focus- regional UK/ S. America
Summer What are the key geographical features of our
local area? Focus -Local area.
Curriculum Drivers
Possibilities: How can we help our world?
Respect: What impact can I have in my local area?
Skills for Learning: What skills do we require to read maps?
National Curriculum
Identify the position and significance of
latitude, longitude, Equator, Northern
Hemisphere, Southern Hemisphere, the
Tropics of Cancer and Capricorn. Year 5
Describe and understand key aspects of
vegetation belts and biomes.
Locate the world’s environmental regions
including biomes and forests.
Describe and understand key aspects of
human geography including: the
distribution of natural resources.
Locate South America (Brazil).
Understand the geographical similarities and
differences through the study of human and
physical geography of the UK and a region
within South America. Use maps, atlases, globes and
digital/computing mapping to locate countries
and describe features studied.
Use maps, atlases, globes and
digital/computing mapping to locate area and
describe features studied.
Use eight points of the compass, four figure
grid references Y5/ six figure grid
references Y6.
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.
Key Question
Where are the world’s great forests? How are the regions similar and different?
What shall we investigate and why?
Key Concepts
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills.
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills
Knowledge of location, places and processes.
Similarities and Differences.
Use of maps.
Fieldwork and observational skills Key
Vocabulary
Vegetation, forest, woodland, biome,
farming, natural resources, equator, tropics,
continent, hemisphere.
Deforestation, deciduous, coniferous,
temperate, boreal, tropical, plantation.
YEAR 5 also need latitude and longitude.
Biomes, climate, zones, the equator, tropics,
hemispheres, longitude and latitude, sub/tropical,
terrain, import, export, leisure, inches (rainfall),
kilometre, resources (natural), rainforest,
urban/isation, population, pollution, flora/fauna,
vegetation, networks, minerals, energy.
Settlement, housing, land use, site, shopping,
services, primary data, secondary data.
Change, factory, mine, employment, 4 figure grid reference Y5.
6 figure grid reference Y6.
Key Knowledge
Children will be able to –
Year 5 need introductory lesson on biomes owing
to missing previous years unit on cycle A which
covers this.
Introduction to biomes for Year 5.
Children will be able to-
Develop locational knowledge at continental
scale – South America and its key physical and
human characteristics, countries and major
Children will be able to:
Read and understand maps.
Design a question which can be tested.
Decide what data will be needed and how
exactly where the data will be collected.
Thinking about and plan visits.
Year 6 have previously studied this last year so
don’t need lesson on same detail.
Understand types of forest,
vegetation and their locations.
Understand the impact of human activity
on vegetation and the role of forests as a
resource.
Recalling UK locational knowledge. Locate
types of woodland and trees in the UK.
Identify types of vegetation in the local
area and the use made of local forest and
woodland. Understand the functions of forests,
especially as habitats and a comparison
of two different forest habitats. Making
geographical comparisons.
Understand the nature and role of the
Amazon Rainforest. Understand the impact of human activity
and deforestation by farming, logging,
mining and urbanisation on the
rainforests – climate, soil, eco system
and people.
Identify the impact of human activity on
physical environment, interaction
effects.
Use geographical information to inform
decisions
cities and consider initial
similarities/differences to Europe
Pupils will know the key physical and human
characteristics of Brazil and consider
comparisons of UK population, vegetation,
climate and main exports.
Develop knowledge to enable comparison of
the key geographical features of a region in
the UK and region in South America. Pupils will
develop their knowledge of using photographs,
graphs and information figures in geography. Compare two regions studied.
Design a data collection sheet or way of
recording the data.
Observe and collect data in the field.
Present data in graphs Y5
Present data in various ways, including graphs
Year 6.
Understand how some things change over time
but somethings remain the same using maps.
Key skills Can identify the position and significance of
latitude, longitude, Equator and the tropics Year
5.
Use maps to locate environmental regions of the
world.
Compare different forests.
Compare two contrasting regions.
Identify human and physical characteristics .
Interpret symbols on maps.
Use maps, atlases, globes and digital/computer
mapping to locate Brazil and Sao Paulo.
Compare maps from different times and pick out
similarities and differences.
Collect and present data.
Make observations in the field.
Draw detailed sketch map and plan of field work.
Take photographs of geographical features.