GEOGRAPHY

Curriculum Areas

Place Knowledge

Locational Knowledge

Human and Physical Geography

Geographical Skills and Field Work

UK

Term 3 - Mountains

Lesson 1

INTENT: To understand the differences between human and physical geography.

IMPLEMENTATION: Children were taught the definitions of human and physical geography. They were shown different examples and they had discussions about physical or human features they have been to or seen in the UK. Once the children had displayed a thorough understanding of what physical features are, in pairs they labelled physical features that they could find on a map.

IMPACT: Children have a thorough understanding of the human and physical features. They can begin to locate features on a map.

Lesson 6

INTENT: To create and present a mountain range including its key features.

IMPLEMENTATION: Children recapped their learning over the term including discussions about rivers, lochs and mountains. Children were put into groups to plan and create their own mountain range including key features such as a peak, a valley and a ridge. Each child then presented their mountain range describing the features they had included.

IMPACT: Children can present their findings and have a clear understanding of physical features.

Term 4 - Human Geography

Lesson 2

INTENT: To recgonise changes in population.

IMPLEMENTATION: Children were introduced to the term 'population' and how it is linked to human geography. Children had debates about whether they believe population has increased or decreased over time and the reasons why. They were showed graphs which studied population over time and key timelines of when it dipped and reasons why. For example, war, disease. After learning this, the class made predictions on what they thought the population in the UK was going to be in 2040 based on the current findings of population now.

IMPACT: Children have a thorough understanding of population and reasons why it can change.

Term 6 - Fieldwork Enquiry Process

Lesson 4

INTENT: To collect data based on their enquiry question.

IMPLEMENTATION: As a class, we recapped our questionnaire. Teachers modelled the correct way to ask participants questions in order to gather valid and reliable data. The children had the opportunity to practice their questioning technique to encourage people to respond honestly. Class discussed what could happen if the responses were not honest or if the sample size was small due to questioning technique.

IMPACT: Children understand why questionnaires are useful to gather data. They also understand appropriate questioning technoques to gather valid and reliable data.

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