Geography
Parent workshop - History and Geography.m4v
I | Inclusive | Topics and materials are chosen to reflect the geographical backgrounds/heritage of our diverse community and to our children ability and needs. |
D | deep Learning | Extended Abstract planning focuses on pupils Investigating how decisions about places and environments affect the future and presenting their learning in different context eg; diary entries, descriptive writing. |
E | engaging | Powerful stimuluses – WOW! moments and Big Finishers, together with fieldwork help engage and inspire pupils |
A | Authentic | Authentic learning experiences based around our local area and and our community heritage feeds into the geography curriculum. |
S | Schema building | Prior learning is continually referred to, so pupils can build upon existing and make new schemas in order to secure skills and knowledge in their long term memory. |
Georgraphy INTENT
| Our Geography will incite children’s curiosity and fascination about the world and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world. We are committed to providing children with opportunities to investigate and make enquiries about their local area so that they can develop of real sense of who they are, their heritage and what makes our local area unique and special. | |
EYFS INTENT
| Prepare children for upcoming changes and how to deal with change. Children begin to explore Geography by learning about the similarities and differences of the immediate environment. Children learn about similarities and differences in relation to places. They talk about the features of their own immediate environment and how environments might vary from one another. (Understanding the World: The World - ELG) | |
| Autumn | Spring | Summer | |||
1 | 2 | 1 | 2 | 1 | 2 | |
EYFS | ||||||
EYFS | All about me
To have a sense of own immediate family and relations. (UW 22-36 PC) | Celebrations in our community
To have similarities and differences from others. (UW 22-36 PC) | Nursery Rhymes and traditional tales
To recognise and describe special times or events for family and friends. (UW 30-50 PC) | Superheroes
To comment and ask questions about aspects of my familiar world. (UW 30-50 W)
| Growing (Plants)
To talk about significant events from my experiences. (30-50 PC) | Moving on and Journeys
To know about similarities and differences among families, communities and traditions. UW (ELG)
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Key Stage 1 | ||||||
Y1 | History: My Family History What was life like when our grandparents were children? | History: events beyond living memory Why do we remember fifth of November? | Geography: What will we see on our journey around the world? (Name and locate seven continents and five oceans | History: Who are the greatest explorers and what did they do? | Geography: Our local area What is it like where we live? | Geography: Animals and their habitats Where do our favourite animals live? |
Y2 | Geography: How does the weather change during different seasons in the UK? | History: Our local heroes Who are our local heroes and why should we remember them?
| Geography: Journeys Where does our food come from? | History: events beyond living memory What was life like during and after the Great Fire of London? | Geography: Our Wonderful World What are the seven wonders of the world?
| History: Great Inventions The first flight How did the first flight change the world? |
Key stage 2 | ||||||
Y3 | History: From the Stone Age to the Iron Age How was Britain different during the Stone Age compared to the Iron Age? | Geography: Why is climate important? How is weather and climate generalised into world climate zones?
| History: The Romans in Britain How has the ‘Roman Legacy’ impacted Britain? | Geography: Volcanoes and earthquakes How and why does a volcano erupt? What are the names of most famous volcanoes? | History: How has crime and punishment changed over the years? | History: Ancient Egypt How much did the Ancient Egyptians achieve? |
Y4 | Geography: Trinidad and Tobago How does Trinidad and Tobago compare with UK
| History: Anglo-Saxon settlements Was the Anglo-Saxon period really a Dark Age?
| History: Viking invasions What impact did the Vikings have on the UK?
| History: The Victorians How do the lives of rich and poor Victorian children compare? | Geography: Rivers How are rivers formed? | Geography: North America How do a variety of states in North America compare? |
Y5 | History-Ancient Greece How did the Ancient Greeks influence the western world? BV | History-Journeys How migration today links with events in the past? | Geography- Landscape and climate study How does the alps inform polar research? Study of the Alpine region and polar regions | Geography- UK Trade links Where do our products come from? | Geography- local area and regeneration How has our local area changed? LC | History: Mayans Why should we remember the Maya? |
| History: World War Two How did the WW1 and WW2 affect the local area? | Geography: The Amazon Why should the Amazon be protected? | History: The Tudors How have the Tudors impacted on life today? | Geography; Protecting the environment Are we damaging the world? Sustainability: how to make the school more sustainable | History: How have fashion, culture and music changed over time?
| Geography: How will the world look in the future? |