EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 UTW: People, Culture and Communities

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GEOGRAPHY SEQUENCE FOR LEARNING CARTERKNOWLE AND HOLT HOUSE FEDERATION

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

Locational Knowledge

UTW: People, Culture and Communities

Describe their immediate environment using

knowledge from observation, discussion, stories, non-fiction texts and maps. Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps. UTW: The Natural World Know some similarities and differences between the natural world around them and contrasting

environments, drawing on their experiences and what has been read in class. Understand some important processes and changes in the natural world around them, including the seasons.

Use geographical vocabulary to describe their immediate environment

Describe what they use in the world around them Look at key landmarks in Sheffield

Talk about journeys – transport options Identify similarities and differences in relation to places – Compare Sheffield to Cleethorpes

Where does our food come from?

Make observations of the world around us – talk about the changes

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. Use simple compass directions and locational and directional language in familiar contexts and simple maps

Consider geographical questions e.g. What is it like to live in this place?

Express own views about a place, people, environment Recognise how places have become the way they are e.g. shops

Answer simple questions regarding straight forward geographical patterns (e.g. what are the busiest time for traffic on Bannerdale Road Observe and record e.g. identify buildings on a street Communicate in different ways e.g. pictures, pictograms simple maps, sketches, labelled diagrams Identify similarities and differences between the local environment and one other place

Name the four seasons and describe typical weather conditions for each

Begin to understand climate in simple terms – e.g consider what they might wear on a hot day and a cold day

Name the four countries of the UK

Name some of the main towns and cities in the United Kingdom

Name and locate the world’s seven continents and five oceans.

Use simple compass

directions and locational and directional language to describe the locational features and routes on a map Describe key features of a place

Consider geographical questions –Where is this place? What is it like? How has it changed?

Explain what facilities a town or village might need

Observe and record in different ways eg. sketches, diagrams, ICT, charts Compare and describe an area of the UK with another country.

Explain how the jobs people do may be different in different parts of the world

Use information texts and the web to gather information about the human and physical geography of the local area and a contrasting country.

Suggest ways of improving the local environment

Describe how a physical or human process has changed an aspect of the local

environment – consider questions such as Do you think that people ever spoil the area or make it better? How? – Talk about pollution and ways of getting to school etc.

Use compass directions (N, S, E, W) to describe locations

Name and locate countries, counties and cities of the UK – including capital cities. Use correct geographical words to describe the identifying human and physical characteristics of that place eg hills, mountains, coasts and rivers

When describing land use patterns provide reasonable explanations for features found in relation to a location (e.g. the topographical features of Sheffield – hills and rivers were key to its rapid industrial development in the 19th_Century)

Use geographical evidence such as photos, pictures, population statistics, fieldwork findings to look at land use patterns over time

Describe how human activity has impacted and/or changed the physical and human characteristics of a place Locate the world’s countries using maps to focus on Europe.

Focus on Italy. For the study of Italy concentrate on its

environment regions and key physical and human

characteristics, including major cities.

Describe and compare different features of human and physical geography of a place, offering explanations for the locations for some of these features

Ask geographical questions (see questions bottom of the document)

Name and locate countries, counties and cities of the UK – including capital cities. Use correct geographical words to describe the identifying human and physical characteristics of that place eg hills, mountains, coasts and rivers

Locate the world’s countries using maps to focus on Europe.

Focus on Greece. For the study of Greece concentrate on its

Explain why people make choices about where they live.

Analyse geographical evidence such as photos, pictures, population statistics and fieldwork findings to draw conclusions e.g. make comparisons between locations using photos, pictures and maps

Describe how human activity has impacted and/or changed the physical and/or human characteristics of a place Ask geographical questions (see questions bottom of the document)

Locate the world’s countries using maps to focus on South America. Focus on Brazil. For the study of Brazil concentrate on its

Explain why people make choices about where they live.

Identify the position and significance of

latitude/longitude, equator, Northern Hemisphere, Southern Hemisphere, Tropics of Cancer and Capricorn and the Greenwich Meridian.

Analyse evidence and draw conclusions e.g. temperature of various locations and its influence on people

Describe and explain how the climate of a country or continent is linked to the distribution of natural resources and tourism Explain why many cities of the world are situated by rivers (link to River Amazon) and why this makes it an attractive location

Explain how a location fits into its wider geographical location; reference to human and economical features (Brazil)

Sequence and explain

features of a physical weather process, such as the water cycle – link to Brazilian rainforest.

Locate the Mediterranean on a map and explain why it is a popular holiday destination

Locate the world’s countries using maps to focus on North America.

Focus on Tbc. For the study of Tbc concentrate on its

Identify the position and significance of

latitude/longitude, equator, Northern Hemisphere, Southern Hemisphere, Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and the Greenwich Meridian. Analyse evidence and draw conclusions e.g. temperature of various locations and its influence on people

Describe and explain how the climate of a country or continent is linked to the distribution of natural resources and tourism Explain why many cities of the world are situated by rivers (link to River TBC) and why this makes it an

attractive location

Explain how a location fits into its wider geographical location; reference to human and economical features (TBC)

Name and locate the key topographical features including coast, features of erosion, hills, mountains and rivers. Understand how these features have changed over time.

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How can we look after our local environment? Litter picking

Locate the world’s countries using maps to focus on Europe.

Focus on countries of the Mediterranean.

For the study of the countries of the Mediterranean

concentrate on its key physical and human characteristics, including countries and major cities. Explain why people make choices about where they live/visit.

Use aerial photos to look at the characteristics of a river Understand the reasons for flooding

Begin by locating the UK’s major rivers before studying, in detail, the River Porter in Sheffield.

Settlement patterns in Viking Britain.

Place Knowledge

Describe their immediate environment using

knowledge from observation, discussion, stories, non-fiction texts and maps. Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps. Know some similarities and differences between the natural world around them and contrasting

environments, drawing on their experiences and what has been read in class.

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 using Barnaby Bear.

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

concentrating on islands and sea sides

Study Sheffield in terms of its human and physical

geography

Sheffield/South Yorkshire can then later be used for

comparison purposes in the study of place knowledge

Compare a region in UK (Sheffield/South Yorkshire) with a region in South America with significant similarities and differences.

Compare a region in UK with a region in North America (Sheffield/South Yorkshire) with significant similarities and differences.

Understand some of the reasons for similarities and differences.

Human &Physical Geography

Explore the natural world around them, making observations and drawing pictures of animals and plants.

Know some similarities and differences between the natural world around them and contrasting

environments, drawing on their experiences and what has been read in class. Use everyday language to name and describe the physical and human features they see in the world around them.

Identify seasonal and daily weather patterns in the United Kingdom. Use basic geographical vocabulary to refer to: key physical features, including - forest, hill mountain, soil, valley, vegetation

key human features, including: city, town, village, factory, farm, house, office.

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

key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Describe and understand key aspects of:

Physical geography including -Climate zones

-Rivers -Mountains Italy

Human geography including -Types of settlement and land use

- Economic activity including trade links

- Distribution of natural resources including energy, food, minerals and water Italy (History Link – Ancient Rome)

-Rivers -Mountains Greece

Describe how physical processes have changed the characteristics of a

landscape, country or continent and how it can affect the lives and activities of the people living there Greece

-Biomes and vegetation belts -Rivers

-Mountains -Water Cycle

South America and the Mediterranean

Describe and understand key aspects of physical

geography including coasts, rivers and the water cycle including transpiration; climate zones, biomes and vegetation belts.

-Rivers -Mountains North America

Describe and understand key aspects of physical

geography including coasts, rivers and the water cycle including transpiration; climate zones

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Understand some important processes and changes in the natural world around them, including the seasons. Identify different types of weather and name the seasons. Talk about the weather daily and record on the class weather chart.

Physical geography including -Volcanoes and earthquakes (Link to Science: Rocks) Use technical and geological vocabulary to describe these physical processes

Use technical and geological vocabulary to describe these physical processes

- Distribution of natural resources including energy, food, minerals and water Greece

South America and the Mediterranean

Describe how physical processes have changed the characteristics of a

landscape, country or continent and how it can affect the lives and activities of the people living there South America and the Mediterranean

- Distribution of natural resources including energy, food, minerals and water South America and the Mediterranean (History Link – The Saxons)

characteristics of a landscape, country or continent and how it can affect the lives and activities of the people living there North America

- Distribution of natural resources including energy, food, minerals and water North America (History Link – The Vikings)

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Geographical Skills & Field work

Know some similarities and differences between the natural world around them and contrasting

environments, drawing on their experiences and what has been read in class. Trip to The Crucible in Sheffield City centre. Walk around local area (Autumn, Winter, Spring, Summer walks).

Trip to Whirlow Farm. Trip to Butterfly House. Trip to Cleethorpes.

Use world maps, atlases and globes to identify the United Kingdom and its countries.

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.

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 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 maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied.

Learn the eight points of a compass, 2 figure grid reference (maths co-ordinates), some basic symbols and key (including the use of a simplified Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Describe route and direction using 8 compass points e.g. N, S, E, W, NW, NE, SW, SE Use fieldwork to observe and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Collect and record evidence: e.g. construct questionnaire, field sketch, brainstorm words about a place, e-learning, atlases

Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate countries and describe features studied

Learn the eight points of a compass, 4 figure grid references.

Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Describe route and direction linking N/S/E/W with degrees on the compass

Collect and record evidence: show questionnaire results in simple chart or colour coded maps which demonstrate

Collect and analyse data from first and second hand

sources, identifying and analysing patterns and suggesting reasons for them.

Use maps, atlases, globes and digital/computer mapping mapping (Google Earth) to locate countries and describe features studied

Use the eight points of a compass, 4 figure grid references, symbols and key (including the use of

Ordnance Survey maps) to build their knowledge of the United Kingdom in the past and present.

Use maps, atlases, globes and digital/computer mapping mapping (Google Earth) to locate countries and describe features studied

Extend to 6 figure grid references with teaching of latitude and longitude in depth.

Expand map skills to include non-UK countries.

Access to globes and atlases in continuous provision.

Look at a map of Sheffield and locate UK.

Draw your journey to school. Make maps of familiar places.

Study a map of the local area and Sheffield City Centre highlighting familiar places and places of interest.

Beebots – use the street map – physically moving around a map and look at ariel views

Using and Interpreting

Find information on aerial photographs.

Know that maps give information about the world (where and what?).

Follow a route on a prepared map.

Recognise simple features on maps such as buildings, roads and fields.

Recognise that maps need a title.

Use maps to talk about everyday life for example, journey to school, where places are in a locality.

Begin explaining why places are where they are.

Using and Interpreting Use atlases, maps and globes. Use large scale maps outside Use maps at more than one scale. Make and use simple route maps. Locate photos of features on maps. Use oblique and aerial views.

Recognise some patterns on maps and begin to explain what they show.

Give maps a title to show their purpose. Use thematic maps.

Explain what places are like using maps at a local scale. Recognise that contours show height and slope.

Using and Interpreting

Relate maps to each other and to vertical aerial photographs. I can follow routes on maps saying what is seen.

Use index and contents page of atlas. Use thematic maps for specific purposes.

Know that purpose, scale, symbols and style are related. Appreciate different map projections.

Interpret distribution maps and use thematic maps for information.

Follow a route on 1:50 000 Ordnance Survey map.

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Position and Orientation Develop a sense of positional and directional vocabulary.

Drawing

Draw simple maps of familiar places such as the

classroom/school

grounds/journey to school.

Position and Orientation

Begin to use directional vocabulary.

Say which direction N,S,E,W is for example, using a compass in the playground.

Know which direction N is on an Ordnance Survey map.

Position and Orientation Use simple grids.

Give direction instructions up to 8 cardinal points. Use 4-figure coordinates to locate features.

Know that 6-figure Grid references can help to locate a place more accurately than 4-figure coordinates.

Position and Orientation

Use 4 and 6-figure coordinates to locate features. Give directions and instructions to 8 cardinal points. Align a map with a route.

Use latitude and longitude in an atlas or globe.

Drawing

Draw a simple map (real or imaginary place) for example, freehand maps of gardens, watery places, route maps, places in stories.

Drawing

Make a map of a short route with features in correct order. Make a map of small area with features in correct places.

Drawing

Make sketch maps of an area using symbols and key. Make a plan for example, garden, play park; with scale. Design maps from descriptions.

Draw thematic maps for example, local open spaces. Draw scale plans.

Symbols

Use symbols on maps (own and class agreed symbols). Know that symbols mean something on maps.

Find a given Ordnance Survey symbol on a map with support.

Begin to realise why maps need a key.

Symbols

Use plan views regularly.

Give maps a key with standard symbols. Use some Ordnance Survey style symbols.

Symbols

Use agreed and Ordnance Survey symbols. Appreciate maps cannot show everything. Use standard symbols.

Know 1:50.000 symbols and atlas symbols.

Perspective and Scale

Look down on objects and make a plan for example, on desk, high window to playground.

Draw objects to scale (for example, on table or tray using squared paper 1:1 first, then 1:2 and so on).

Use large scale, vertical aerial photographs.

Know that when you ‘zoom in’ you see a smaller area in more detail.

Use maps and aerial views to help me talk about for example, views from high places I can make a simple scale plan of room with whole numbers for example, 1 sq.cm = 1 square tile on the floor moving onto 1cm2 = 1m2.

Use the scale bar to estimate distance. Use the scale bar to calculate some distances.

Relate measurement on maps to outdoors (using paces or tape)

Use a range of viewpoints up to satellite.

Use models and maps to talk about contours and slope. Use a scale bar on all maps.

Use a linear scale to measure rivers.

Describe height and slope using maps, fieldwork and photographs.

Read and compare map scales.

Draw measured plans for example, from field data. Digital Map Making (Digimaps)

Find places using a postcode or simple name search. Add simple information to maps for example, labels and markers.

Draw around simple shapes and explain what they are on the map for example, houses.

Use the measuring tool with support to show distance for example, my house to school, to the shops.

Zoom in and out of a map. Draw a simple route. Highlight areas. Add an image to a map.

Digital Map Making (Digimaps) Use the zoom function to locate places.

Use the zoom function to explore places at different scales. Add a range of annotation (labels and text) to help me explain features and places.

Highlight an area on a map and measure it using the Area Measurement Tool.

Use grid references in the search function Use the grid reference tool to record a location. Highlight areas within a given radius.

Add photographs to specific locations.

Digital Map Making (Digimaps)

Find 6-figure grid references and check using the Grid Reference Tool.

Combine area and point markers to illustrate a theme. Use maps at different scales to illustrate a story or issue I can Use maps to research factual information about locations and features.

Use linear and area measuring tools accurately.

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Fieldwork

Use a camera to record features of the world around them.

Update and discuss the class weather chart daily.

Use maps, pictures and stories to find out about different places

Name simple human and physical features around them.

Fieldwork

Use simple field sketches use a camera

Keep a weather chart and answer questions about the weather

Use maps, pictures and stories to find out about different places

Collect data during fieldwork such as the number of trees/houses

Recognise simple human and physical features on an aerial photograph or simple map, showing an

awareness that objects look different from above

Fieldwork

Use simple field sketches and diagrams, use a camera Use plan view or aerial photos to recognise landmarks and to describe geographically the human and physical features Collect and organise simple data from first and second hand sources including fieldwork

Explain simple patterns and offer an explanation (e.g. count traffic and offer and explanation as to why the flow changes at different times)

Ex

Fieldwork

Draw and use more detailed field sketches and diagrams, using symbols for a key Observe, measure and record the human features in the local area responding to a range of geographical questions

Locate appropriate information, needed for a task, from a source material

Fieldwork

Accurately measure and collect information (e.g. rainfall, temperature, wind speed, noise levels etc.) Suggest which source material to use for a specific task, locating the information needed

Suggest where in the world an aerial photo or satellite image shows, explaining reasons for their suggestions

Fieldwork

Field sketches should show understanding of pattern, movement and change Draw in scale – accuracy of scale locate information/ place with speed and accuracy use key to make deductions about landscape/ industry/ features etc.

Fieldwork

Field sketches should show understanding of pattern, movement and change Use maps, aerial photos, plans and web resources to describe what a locality might be like

Key

geographical questions

Where do you live? (area, city and country)

What is the weather like? What do you notice? What can you see here? What is the same/different? How can you record this?

Which continent is it in?

Which oceans or seas are nearby?

What is the weather like there? Is it hot or cold there? Is it near the equator or the poles?

Who (people) and what (animals and plants) live there? What would we see there? What is natural? What has been made by humans?

What is the name of this place?

Where is this place and which other places are near it? Is it a village, town, suburb or part of a city?

What types of buildings can we find and what are they used for? What different types of land-use can we find?

Are there any green spaces and what are they used for? Who lives here and what do they do?

How do people use this landscape in different ways? Are there any local ‘landmarks’?

What types of transport links can we find?

What evidence is there of connections to other places? What was this place like in the past?

How and why is it changing?

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Key Concepts

Place:

Having a ‘sense of place’ – simply put, what is the place like? Having the locational knowledge to describe where there are – which continent or ocean? Which country? Which local street? This focuses on how we create a sense of place (patterns, behaviour and communication) the specific key human and physical aspects of a place created by a shared human experience (what are ‘The Potteries’ like?) We also have to consider the

sustainability of places. Space:

How natural and man-made places fit together in the jigsaw of the world. We need to look at the significance of location and spatial distribution, and ways people organise and manage the spaces that we live in. Spaces are perceived, structured, organised and managed by people, and can be designed and redesigned to achieve particular purposes. The concept of space considers how the environmental and human characteristics of places are influenced by their location, but also how the effects of location and distance from other places on people are being reduced by improvements in transport and communication technologies.

Scale:

This is about understanding the pig picture as well as our experiences in day to day life. The concept of scale is about the way that geographical phenomena and problems can be examined at different spatial levels. If we are studying climate – how do we examine climate on a personal, local and global scale? Scale is influential in how we represent what we see or experience. Scale might be personal or local, regional or global. There is also national and international scales.

Environment:

This considers how we use the natural world and how people have the ability to change it. The environment is the product of geological, atmospheric, hydrological, geomorphic, edaphic (soil), biotic and human processes. The environment supports and enriches human and other life by providing raw materials and food, absorbing and recycling wastes, maintaining a safe habitat and being a source of enjoyment and inspiration. It presents both opportunities for, and constraints on, human settlement and economic development. The constraints can be reduced but not eliminated by technology and human organisation. Culture, population density, economy,

technology, values and environmental worldviews influence the different ways in which people perceive, adapt to and use similar environments. Interconnections

No object of geographical study can be viewed in isolation. We need to look at the impact of people, places or processes. We can also examine diversity in this concept: people around the world have different experiences and ways of life but we also have an impact on each other. Interconnections explore how people and organisations in places are interconnected with other places in a variety of ways. These interconnections have significant influences on the characteristics of places and on changes in these characteristics. It also considers environmental and human processes, for example, the water cycle, urbanisation or human-induced environmental change, are sets of cause-and-effect interconnections that can operate between and within places. They can sometimes be organised as systems involving networks of interconnections through flows of matter, energy, information and actions.

Physical and Human Processes:

Looking at how events can change the physical and human world. Physical process – an event or sequence of events that occur naturally due to the power of the planet. Human process - things created/affected by people. These processes would not occur without human involvement.

Sustainability

The concept of sustainability is about the capacity of the environment to continue to support our lives and the lives of other living creatures into the future. An understanding of the concept of sustainability may be developed in the following ways:

▪ Sustainability is both a goal and a way of thinking about how to progress towards that goal.

▪ Progress towards environmental sustainability depends on the maintenance or restoration of the environmental functions that sustain all life and human wellbeing (economic and social).

▪ An understanding of the causes of unsustainability requires a study of the environmental processes producing the degradation of an environmental function; the human actions that have initiated these processes; and the attitudinal, demographic, social, economic and political causes of these human actions.