Geography

 globe    Geography  

 

At Sarisbury we want to develop excellent geographers who are curious about the world around them and the people within it. We want to equip our children with both the knowledge and the skills required to understand, enjoy and respect the world they live in.

At Sarisbury we follow the National Curriculum guidance for Geography to ensure that all children;

  • develop locational and place knowledge .
  • understand the basic vocabulary relating to human and physical geography.              
  • begin to use geographical skills.

Geography at Sarisbury is usually taught through a topic based approach although sometimes it is taught explicitly as a whole school theme week or as a specific block.

In Year R the children at Sarisbury are encouraged to explore their immediate environment, considering similarities and differences. They produce pictorial maps to record familiar and imaginary journeys.

In Year 1 the children study the map of the UK, identifying the different countries. Children work with maps, Google Earth and the globe to locate familiar countries and some non – European ones. They begin to make comparisons between their own location and that of a non- European one. They start to use the vocabulary connected to human and physical features. In their mapping skills, children move onto considering the concept of an aerial view.

In Year 2 the children progress onto naming and locating the 7 continents and 5 oceans of the world. They identify human and physical features in the environment. They compare and contrast a local area with a non – European country, thinking about many aspects such as climate, landscape and cultures. They begin to consider environmental factors such as global warming.Children move onto using a key in their map making work.

 

Year R

Year 1

Year 2

Locational knowledge

Recognise similarities and differences in relation to immediate environment – Link to Welly Walks.   Talk about people and places beyond the local environment.

Identify, name and locate the countries that make up the British Isles and explore the capital cities. Name the seas that surround the UK.

Identify, locate and name the 7 continents and 5 oceans. Use a world map to sequence a trip that navigates a route around the world.

Place knowledge

Identify features of their immediate environment - school, playground, Holly Hill. Describe their own homes and where they live. Explore their way around school and their journey to school.

Compare and contrast a non-European country to Sarisbury by looking at the similarities and differences of the human and physical features.

Identify similarities between the two countries.

Compare and contrast Sarisbury to a non – European country classifying the human and physical features. Recall from first hand experiences information about Sarisbury.   Through use of Google Earth, atlases, online sources and books speculate on the similarities and differences between the two locations..

Human and physical geography

Describe the changes they see in the environment – Welly Walks and weather observations through the seasons.   Express views on features of the local environment.

Use geographical vocab to categorise the physical and human features connected to the playground. Observe seasonal and daily weather patterns. Ask and respond to questions about places.

Reason why there are hot and cold areas of the world with reference to the Equator and the North and South poles. Visit RVCP and classify features of a waterfront location. Compare and contrast Southampton to London looking at landmarks. Consider uses of the Thames. Compare and contrast the countryside to the city considering the human and physical features. Describe and explain some of the causes and effects of global warming.

Geographical skills

Use simple, big atlases, world floor mats and large scale globes.

Use infant atlases, world maps, globes and grounds plans of the school and playground.

Use infant/simple junior atlases, world maps, globes, local street maps and contrasting locality maps.

Use everyday language of position - next, behind etc - link   to work on Beebots.

Play NSEW games and use directional language to describe routes on a map – include left and right. Use relative vocab – such as bigger and smaller.

Use compass points to describe position and number and letter coordinates.

Plot routes on a play mat, identify features on a map of the classroom, immediate locality maps and story book maps.

Locate features on simple plans/maps of a local area. Follow a simple map route and recognise features.

Locate places using coordinates. Plan and follow a simple route (Link to trip to RVCP) Locate features in locality. Use a map to describe the location of features.

Make picture maps/small world maps and model maps of personal journeys and imaginary ones. Use ground shots.

Make pictorial maps, model maps, rough plans and simple maps. Use personal units of measurement and appropriate symbols to represent features.   Introduce concept of aerial view when making a map of the playground.

Make own plans and maps – connected to RVCP and pirate treasure maps. Use personal agreed symbols to represent features – encourage use of recognisable symbols from published maps to produce own basic key. Use aerial photos and plan perspectives to recognise landmarks and human and physical features – link to topic on London.

Useful websites

http://www.topmarks.co.uk/Search.aspx?Subject=12&AgeGroup=2

http://www.bbc.co.uk/education/subjects/zcdqxnb