Programme of Study - Geography

Programme of Study - Geography

Key Stage 1

General Philosophy

The emphasis will be on:

Observation, identification and investigation in order to develop geographical knowledge, skills and understanding.

The work will generally focus on finding answers to geographical questions through the study of places e.g.

What is it like?
What is here?
Where is it? Near or far away?
How did we get there?
How can we get there?
What is it like? Is it similar or different to another area that we know about?
How did it become like this?
Who made it?
Why is it here?
What is it for?
Who works here/lives here/ uses this?
Do we like it?
How can we make improvements?

Work will stem from the child’s own experience and location (home/ school) and will extend to National and Global areas.

Much of the children’s learning should be based on direct experience, practical activity and exploration of the local area. Where this is not possible the use of visual materials should be used e.g. videos, pictures, digital images, posters and computer resources to include relevant software and the Internet. Wherever possible, spiritual, social, emotional, moral and cultural development should be promoted through caring, celebrating and taking responsibility for God’s creation, becoming aware of and respecting the views, rights and needs of others within the community and beyond.

Geographical work should involve the development of geographical skills and a developing knowledge and understanding of places, particularly our locality, and geographical themes. Wherever appropriate, skills in ICT (use of scanners, relevant software, digital camera), Numeracy, Literacy, Speaking and Listening should be developed. Resources such as books, interactive white board, maps, atlases and computer software should be made available to enhance this.

Geographical Enquiry and Skills.

1a - Question – Why? What? How? Who? When? Making comparisons.

1b - Observe and Record – First hand, pictures, video, Internet sites and artefacts.

1c - Express Viewpoints – People, places and environments.

1d - Communicate – Pictures, writing, speech, ICT (handling information) and practical

activities.

2a – Use Geographical Vocabulary – hill, river, motorway, near, far, north, south, garden,

field, town, farm, countryside, earth, soil and rocks.

2b – Undertake Fieldwork – Orientation of the classroom, school environment and immediate

locality (Withins Drive and Lane, Winchester Way and Safeway).

2c – Use Globes, Maps and Plans (different scales) – Plan different routes, identify major

features and use grid references. Use of UK map to locate Bolton and identify England,

Ireland, Scotland and Wales.

2d – Use Secondary Sources of Information – To include CD – Roms, pictures, photographs,

postcards, stories, information texts, videos and artefacts.

2e – Make Maps and Plans – Both real: routes to school, specific places and areas and

imaginary: a pictorial map of a place in a story.

Knowledge and Understanding of Places.

3a – Identify and Describe What Places Are Like – Key features to include landscape, jobs and

weather in a contrasting place and the immediate locality.

3b – Identify and Describe Where Places Are – Position on a map, features of the locality

(rivers, roads, and shops).

3c – Recognise How Places Have Become The Way They Are and How They Are Changing –

Environmental, transport issues and weather etc.

3d – Make Comparisons Between Different Places – The local area in comparison to a place

elsewhere in the UK.

3e – Recognise Links Between Places Throughout The World – Use food, clothing and

holiday destinations (basis for Global Citizenship).

Themes Including Patterns and Processes

4a – Observe Where Things Are Located and Key Features of the Environment – Pedestrian

crossing, park land, contrast and compare seasonal changes and effects.

4b, 5a – Recognise Changes In Physical and Human Features of the Environment - Heavy

rain, floods, building work, traffic pollution etc.

5b – Identify Ways of Sustaining and Improving the Environment – Car restrictions, waste

disposal, cycle lanes, tree planting and preserving park land.

Breadth of Study

6a, b - Knowledge, skills and understanding should be taught through the study of two places:

the locality and a contrasting place overseas or in the UK.

7a, b – studies should be on a small-scale (village, town) involving fieldwork experiences

beyond the classroom where possible.

Geography – Scheme of Work for KS 1 and 2

Year 1 - Orange

The Locality – Shops and Shopping

Intended Learning

For children to:

develop observational and questioning skills
talk about a familiar place, its character and services
be aware of the environment beyond their locality
use appropriate vocabulary
express views on the quality of a familiar place

Focus – Bury Road/Safeway

This topic initially focuses on Bury road and the shops and then extends to the wider context of the UK. while remaining focused on shops and services.

Where can I buy these items? Crisps, wool, wooden spoon, stamp etc. Consider reasons for the purchase eg. stamp – letter and look at the shops on Bury road what can we buy and where?

Map of the Area (O.H.P.) Use of digital camera (ICT links).
How can we get to Bury Road?
What streets do we travel on?
How many roads to cross?

Visit to Bury Road Shops

Is it busy? Noisy or quiet? Safe or dangerous?
What do you like/dislike about Bury Road?
What vehicles did you see?
Which is your favourite shop. Why? Can we buy what we need?
Do you or your family shop here? Where else do you shop?

Journey of an item

Each item has a life journey and tells of people and transport needed to

bring it to our local shop. Each item follows a similar lesson format:

geographical questions depending on the character of each locality must be raised farms/roads/shops;
discussion of God’s creation wool – sheep wood – trees food – earth.

Ball of wool – Wales
Sheep on Welsh farm – pictures
Shepherd takes sheep (walking) to the farm
Shears the sheep (work)
Wool goes to the factory (wagon and driver)
At the factory wool is cleaned and made into balls (work)
Balls of wool are taken from factory to shop (van, driver and shop keeper)
Wool sold in the shop

We go home (walk/car/bus)
To the shop to buy the wool

Display map of U.K. – Mark on Wales
Display globe and locate the U.K.
Draw route from home/school to Bury Road- What features do we include?

Packet of crisps – English farm (potatoes)
Wooden spoon – Scottish Forrest (wood)
Stamp - Letter to Ireland Journey of a letter resource pack and the story of The Jolly Postman).

Can children colour photocopy of U.K. map with boundaries marked?

Assessment Suggestions

Oral – Questions –

How is the Welsh sheep farm different to our locality?
Why do we have so many roads?
How can we make it safer to shop on Bury Road? Is Bolton town centre safer?

Practical –

Trace route from school to Bury road on O.H.P. map.
Colour countries of the U.K.
Point to countries of the U.K. on a black map.

Pictorial -

Map of route from school to Bury Road
Picture of a Welsh hill farm, Scottish Forrest and an English farm.

Written – What I like/dislike about Bury Road (sentence and picture).

Our School

The postman knows where your address is. He uses a map. What is your address? (Literacy link) Draw a map of a journey home.

What is the school address (Literacy)?
Address an envelope with the school address - ICT links.
On blank map draw U.K. boundaries and mark Bolton.

Where do things live in the classroom? Role play, Computer, Books etc.
Draw around a box, smartie tube to show plan view.
Draw a plan of the classroom.

School Postman Delivering a Message
Discuss O.H.P. of school plan.

How do we get to...... Indigo class?
Can we go outside/inside the building to deliver the message.
Colour a photocopy of the school plan.
On a photocopy draw different routes to nursery, blue class etc.
Use the map to deliver a message.
What is outside the building? Field, Car Park, Playground.
Draw cars, children playing, grass onto the photocopy.

Favourite Place in School
What is your favourite place and why?
What is your least favourite place and why?
What would you like to add/change to school?
Draw a map from classroom to your favourite place in school.

Assessment Suggestions

Oral – Questioning – What is your favourite place and why?
Practical – Tracing a route with finger/delivering a message.
Pictorial – Draw both our school and an ideal school.
Written – Add sentences to written work.

Holiday Places

Aims

For Children To:

develop observational and enquiry skills
talk about the characters of a familiar/unfamiliar place
be aware of the environment beyond the locality
use appropriate geographical language
develop geographical skills
express views on a quality of a familiar/unfamiliar place
be introduced to holiday places in the U.K./world
develop an awareness of how people in other countries are our neighbour and we should love them as
God asks.

Pictures/Postcards/Posters/Holiday Brochures/Holiday Photos/Internet

Discuss where the pictures are from and where we got them. Who has been there and why.
Discuss physical features shown – Lakes, Mountains, Beaches
Discuss who made it (God/Man)
Display world map or globe and use computer software and O.H.P.
Discuss sea – blue, land – other, country boundaries
Locate holiday destinations – discuss location near/far hot/cold
Discuss activities that can be done eg swim, collect shells
Discuss what you might stay in tent, caravan, hotel
Discuss hoe you might get there train, car, coach, aeroplane (Manchester Airport Pack).
Discuss who might live there and their lifestyles – language, food
Discuss possible questions to ask a child who lives there
Sort pictures of holiday places, mountains, beaches and places in/outside U.K.
Possibly introduce N.S.E.W.
Discuss favourite/disliked features of a holiday place

Assessment Suggestions

Oral – Questioning. Is Spain near, far away or very far away?

Is it above, below, right, left of U.K. (N.S.E.W)

Practical – Sort pictures of beaches, water places, mountains both in/outside U.K.

Locate France on the map. Role play area – Travel agent

Point to U.K. on world map/globe

Pictorial – Draw favourite holiday place

Written – Write a question you would like to ask the travel agent about a place

Write a list of holiday places visited by self/Mum/Gran

Write 5 sentences about favourite holiday place and add sentences to pictures.

This should be an ongoing feature of general work throughout the year.

During a Geography topic the weather should be focused on for a week and recorded as a class using basic weather symbols.

Year 2 - Yellow

Aims

For Children To:

develop observational and enquiry skills
develop the ability to communicate information about a familiar place and its characteristics
be aware of the use of land/buildings
develop Geographical skills
express views on the quality of a familiar place and how it can be sustained/improved
develop an awareness of the effects of weather on people’s activities

Our School Locality and Seven Acres

Discuss aerial photography of the school. Locate features. Discuss changes - are theses good/bad.

Present children with map of local area (Withins Drive, Winchester Way) and discuss features that can be seen - (Withins Lane)

Discuss the types of buildings, land etc. and their variety and uses
Explain the route to be taken and colour it on the map
Explore children's directional ability. How would you get to a) b) c)?
Take the children on the walk (remember Health & Safety)
Point out the types of houses, nursing home, residential home.
Point out the street furniture (ideas in 'Our Street')
Ask children to draw a map of the journey
Ask the children to write about the walk and what they saw.

Assessment Opportunities

Verbal - Questioning e.g. Who lives in Southlands and why?

Why are two school so close together?

Why are there so many different types of houses?

What are the yellow zig-zag lines in front of school for?

Pictional- Map of journey

Picture of favourite part of journey

Picture of Southlands

Written - Description of walk

Captions added to pictures/maps

Letter to council to ask for improvement they would like to make to the area.

Seven Acres

Show O.H.P. of map with Seven Acres on.
Show arial photo, can you see Seven Acres?
Discuss what the children already know of it. Establish it's character and uses.
Plan route to get there. Discuss how many roads to cross. Shall we walk, go in coach, minibus. Is it very near/near/far away?
Discuss what activities might be happening there - horse show, jogging, fishing, walking dogs
Discuss what wild life might be there. Unpleasant things might be seen - pollution
Discuss ideas for a questionnaire e.g. features/activities/pollution

Draw pictures of what they think it will look like and the things they will find there (example attached)
Take children to visit for half day maximum (remember health & safety) (Red Lane minibus)

Discuss physical and human features seen there
Discuss results of questionnaire

Discuss environmental issues - pollution, sustaining/improving environment
Draw a picture of their most favourite part of Seven Acres

Assessment Opportunities

Oral - QuestioningHow could we improve Seven Acres?

What else could we use it for?

What things did we see that God made/man made?

Input to discussion

PictorialMap of route taken at Seven Acres

Picture of Seven Acres

WrittenAccount of visit

Letter to council asking for an improvement

Letter to council asking for more litter bins

Captions added to pictures

Completed questionnaire

Aims

As our locality/Seven Acres

Not express views on the quality of the place

Britain is an Island / Or Unit 3 DfEE Scheme -

An Island Home.

Discuss what an island is. Display U.K. map and mark boundaries and Bolton
Discuss physical features of map - Sea - blue, land - other. Coastline. Boundaries
Choose one of each for lesson. Dover Ferry, Port, Seaside, Holiday resort, Fishing port, London, Snowdonia, (these are only suggestions)

Discuss the physical and human characteristics and why the place developed it's particular character.
Discuss the impact of the weather on the people and the place e.g. lifeboats, ports, seaside.
Present photocopied map of U.K. with places studied marked on.
Children to add to the map.

Cliffs,Port,Capital City

Create imaginary treasure island on an Alpha/Numeric paper
Use Alpha/Numeric references to locate features e.g. A3 palm tree

Assessment Opportunities

Oral - Questioning Why is Britain and island?

Why is X on a holiday resort and Breightmet visit?

PictorialPicture of port, mountain area etc.

Treasure Island

WrittenAccount of the place studied they would like most to live and why?

Caption added to picture

Hot Places/Cold Places / Or Unit 4 (DfEE Geography Scheme)

Going to the Seaside.

Waiting to research available visual materials with National Geographic BBC and ITV before deciding on final choice.

Discuss different types of environment that exist.
Discuss hot places/cold places.
Ask children for suggestions.
Introduce children to big books - Desserts/Polar Regions.
Set tasks for groups of children related to small books.
Find out about deserts/polar-artic regions.
Use globe - world map.
Do people live/dress differently in these regions.

Programme of Study - Geography

Key Stage 2

General Philosophy

Geographical work at this stage will again focus on:

observation, identification and investigation

The work will focus on formulating and finding answers to geographical questions eg.

What is it?

Where is it?

What is it like?

How did it become like this?

What/who made it like this (God’s creation/man made)

Why is it here?

What is it for?

Who works here / lives here / uses this?

Is it the same / different to another area we know about?

Has it changed / Is it changing?

Do we like it?

Can we improve it?

Should we change it?

Can we sustain / maintain it?

Is it linked to other areas in the world?

The work should allow recognition of geographical patterns eg.

Weather, land use, population

Wherever possible learning should be based on direct experience, but increasingly secondary sources will need to be used to extend geographical skills, knowledge and understanding.

Wherever possible spiritual, emotional, moral and social development should be encouraged through celebration and caring for God’s creation, becoming aware of our neighbours in other localities and working co-operatively.

Geographical work should involve the development of geographical skills and environmental issues through a wider and deeper knowledge and understanding of places, particularly our locality.

Wherever appropriate literacy skills should be reinforced and developed ie.

Listening, speaking, reading, writing to enhance communication

Wherever appropriate numeracy skills should be reinforced and developed ie.

Measurement, grid references, graphs, statistics

Old maps, atlases. A-Z books should be placed in the reading area to encourage curiosity, questioning, investigation and familiarity with this type of material.

Wherever appropriate and realistic information should be accessed via the computer, communicated through use of the computer eg. word processing, data handling and activities related to mapping can be addressed on the computer.

Geographical Skills

1a.

Observe - in fieldwork, use of artefacts, secondary sources
Question - eg. Why? What is here? Who uses it? Why is it important?

Why is it like this?

Collect and record evidence