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Geography Curriculum 2020 2021

Intent

At the Federation of Bedenham and Holbrook Primary Schools, we believe that Geography is an exciting, engaging and interactive subject allowing all abilities of children to excel and flourish. We strongly believe that it enables children to appreciate the diverse world around them, both on a local level and further afield; to be inquisitive and begin to form their own geographical enquiries and to understand their own impact on the world.
Our curriculum design provides children with opportunities to explore different geographical skills using:
• Map skills (including use of up-to-date technologies)
• Fieldwork
• Sources of evidence
• Enquiry approach
Through careful enquiry based cycle, and the use of our Enthusiastic Learner enquiry wheel, our children have the opportunities to study of a range of locations, both local and world-wide. We aim to provide inspiration for the pupils to explore and develop their enquiry skills, enabling them to investigate and confidently draw their own conclusions to answer questions they posed, with opportunities to reflect on their learning. Children develop their geographical skills, concepts, knowledge and attitudes by immersing them in first-hand experience of geographical tools and resources, visits and visitors. We recognise that many of our children may not have the opportunities to explore the world around them outside of school hours nor have exposure to geographical language in their wider lives. We carefully plan our curriculum to help bridge these gaps in experience. We plan purposeful outcomes which enable children the chance to show what they have learnt. Where possible, we link our Geography to other areas of the curriculum to immerse children in their learning and take advantage of current affairs to drive geographical interest.

 

Year R Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Local Study – ‘My Ace Place’
My New School: getting to know Bedenham/Holbrook. What are the features of my school? How do I get to school? (mapwork at a pictorial level)

A local study based on the interests of the children:

In previous years this has included geographical walks to the library, park or local play centre.

A worldwide study based on the interests of the children:
In previous years this has included investigating where our snack fruit comes from and finding out about Madagascar (film link).

Year 1/2 Cycle A 

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Geography Day (contrasting locality – comparative small area)
Key statement: Dubai is a world away from our local area.

I can name and locate the continents of Europe and Asia and the Atlantic and Indian Ocean
I understand geographical similarities and differences through studying the human and physical geography of a small area in a contrasting non-European country – Dubai in UAE
I can use basic geographical vocabulary to refer to key physical features, including: beach, coast, sea, forest, vegetation, weather.
I can use basic geographical vocabulary to refer to key human features, including: town, house, city, skyscraper, office, flat, hotel.
I can use world maps, atlases and globes to identify the countries (UK and UAE), continents (Asia and Europe) and oceans (Atlantic and Indian)
I can use simple compass directions (North, South, East and West) and locational and directional languages [for example, near and far; left and right] to describe the location of features and routes on a map
I can use aerial photographs to recognise landmarks and basic human and physical features.
I can use simple fieldwork and observational skills to study the geography of my school and its grounds and the key human and physical features of its surrounding environment


Antarctica (hot and cold areas – David Attenborough Our Planet – biomes link)
Key statement: everywhere in the world is cold

I can name and locate the world’s seven continents and five oceans
I know the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
I can use basic geographical vocabulary to refer to key physical features, including beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather (delete as appropriate for your lessons)
I can use basic geographical vocabulary to refer to key human features, including city, town, village, factory, farm, house, office, port, harbour & shop (delete as appropriate for your lessons)
I can use world maps, atlases and globes to identify continents and oceans studied at this key stage
I can 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
I can 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
I can 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.


The UK (weather and seasons)
Key statement: the sun is always shining in the UK


Year 1/2 Cycle B 

 

Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Geography Day or unit (contrasting locality – comparative small area)

Key statement: Kota Kinabalu is a world away from our local area.


My Local Area (with link to Chris Packham – Springwatch, Autunmwatch, Winterwatch)

Key statement: my local area has changed so much


Brilliant Beaches

Key statement: all beaches are the same

Year 3/4 Cycle A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Geography Day (European study – village)

Key statement: Vik is a world away from our local area.

 

I can locate the UK and Iceland, use maps to focus on Europe’s environmental regions, key physical and human characteristics, countries, and major cities.

I can identify the position and significance of Equator, Northern Hemisphere, Arctic Circle, Greenwich/Prime Meridian and time zones

I can understand geographical similarities and differences through the study of human and physical geography of a region (Vik) in a European country (Iceland)

I know about the physical geography, including climate zones and biomes

I know about the human geography, including types of settlement and land use

I can use maps, atlases, globes, and digital/computer mapping to locate countries and describe features studied

I can use the four (introduce eight) points of a compass to build my knowledge of the wider world

I can use symbols and key to build my knowledge of 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 & digital technologies

Peru – Biomes and climate zones (with revisit to Chris Packham – Springwatch, Autunmwatch, Winterwatch)

Key question: Which biome is the easiest to live in?

 

I can locate the world’s countries, using maps to focus on South America concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

I can identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, Arctic and Antarctic Circle, Tropic of Cancer and Capricorn, latitude and longitude, Prime/Greenwich Meridian and time zones (including day and night)

I know about physical geography: climate zones, biomes and vegetation belts, the water cycle

I can use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

I can use the four points of a compass to build my knowledge of the wider world

I can use symbols and key to build my knowledge of the wider world

I can 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 & digital technologies

Ivory Coast – Economic Activity

Key question: What is unique about chocolate?

Year 3/4 Cycle B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Geography Day or unit (contrasting locality – city):

Key statement: Las Vegas is a world away from our local area.

Local study – settlement and land use (with link to Kate Humble / Living Streets Charity)

Key question: why do we like our local area and does it meet our needs?

Rivers and the water cycle

Key statement: all rivers are the same as our local river

Year 5/6 Cycle A Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Geography Day (contrasting locality):

South American Study (Brazil) – city district

Key statement: Copacabana is a world away from our local area.

 

I can locate the UK and Brazil, use maps to focus on South America’s environmental regions, key physical and human characteristics, countries, and major cities

I can identify the position and significance of Equator, Southern Hemisphere, Tropic of Capricorn, Greenwich/Prime Meridian and time zones (including day and night)

I understand geographical similarities and differences through the study of human and physical geography of a region (Rio de Janeiro) within South America

I know about the physical geography, including climate zones

I know about the human geography, including types of settlement and land use

I can use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

I can use the eight points of a compass to build my knowledge of the wider world

I can use symbols and key to build my knowledge of the wider world

I can 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 & digital technologies

Natural Resources with a focus on Russia (link to David Attenborough – Earth Heroes)

Key question: is every country equal?

 

I can locate the world’s countries, using maps to focus on Europe concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

I can identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere, Prime/Greenwich Meridian and time zones (including day and night)

I know about human geography, including the distribution of natural resources including energy, food, minerals and water

I can use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

I can use the eight points of a compass to build my knowledge of the wider world

I can use symbols and key to build my knowledge of the wider world

I can 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 & digital technologies

Nepal – Mountains and Earthquakes

Key statement: mountains don’t move

Year 5/6 Cycle B Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2

Geography Day or unit (contrasting locality):

Oceanian study (ski resort – New Zealand)

Key statement: Whakapapa is a world away from our local area

Indonesia – land of the lost volcano (link to Steve Backshall)

Key statement: all volcanoes are the same

UK locational knowledge

Key question: what and where are the human and physical features in the UK?