GEOGRAPHY

Curriculum Areas

Place Knowledge

Locational Knowledge

Human and Physical Geography

Geographical Skills and Field Work

Longitude and Lattitude

INTENT: To understand key lines of latitude and longitude.

IMPLEMENTATION: The children recapped their map skills from Year 4, remembering what the Equator is and where it can be found. Children learnt that the Equator is a key line of latitude, running centrally around the Earth, that starts at 0 degrees. Children then learnt about the Prime Merdian and that this is the 0 degree line of Longitude that runs around the Earth, passing through London. Year 5 then labelled these key lines of longitude and latitude to their maps and explained their meanings.

IMPACT: Children know that the Equator and Prime Merdian are key lines of longitude and latitude.

INTENT: To describe how to use lonigtude and latitude to locate an area.

IMPLEMENTATION: Children worked in groups to recap longitude and latitude, focusing on key lines such as the Equator and the Prime Meridian. In groups, they then practised using the lines to build co-ordinates of key places around the world.

IMPACT: Children understand how lines of longitude and latitude are used in everyday life .

BR Buccaneers

BR Buccaneers Topic Launch 2024

This started went off with a bang! We came back to school to find our classrooms transformed into the Admiral Benbow Inn. We sat with our crewmates and talked about the amazing adventures that we'd had over the Christmas break! After a well deserved catch up, we watched Treasure Island to prepare ourselves for the exciting term ahead.

INTENT: For children to share their homework and prior learning about Buccaneers.

IMPLEMENTATION: Children shared their topic homework about Buccaneers, be it posters, fact-files or videos. They shared their prior learning and explained how they undertook their research. After they shared these, they played some geography games including Top Trumps of Europe!

IMPACT: Children are able to recall some key facts about Europe in preparation for their upcoming topic.

INTENT: For children to locate countries in Europe and identify their capital cities.

IMPLEMENTATION: In this lesson, the children used an atlas to name and locate countries across Europe. They then located these on a blank map and used a key to colour-code and label them. To extend their learning further, the children then used the atlas to name and locate the capital cities of each country and added these to their key.

IMPACT: Children are able to name and locate key European countries and their capital cities.

INTENT: For children to name and locate physical geographical features including the Volga and the Alps.

IMPLEMENTATION: Year 5 worked in small groups to use an atlas to name and locate key rivers and mountains. Using their atlas skills, they were able to map out these key physical features on a map of Europe and were describe their locations.

IMPACT: Children can name and locate the Alps and the Volga in Europe.

INTENT: For children to identify and describe human features, including trade.

IMPLEMENTATION: Children worked in table groups to describe the trade process of the UK's top exports. They organised pictures to show whether they were part of the primary, secondary or tertiary stages of trade. We discussed why some products are usually exported and why ohers are often imported to the UK.

IMPACT: Children understand the process of trade and can name some key exports of the UK.

INTENT: For children to present research on a European country.

IMPLEMENTATION: Last week, Year 5 used the knowledge they'd aquired so ar to create a fact-file about a European country of their choice. They then presented their fact-file to their groups and shared their most interesting facts.

IMPACT: Children are able to explain, with detail, their understanding of ocuntries in Europe, drawing on physical and human geographical features.

Longitude and Latitude Recap

INTENT: to recap our understanding of longitude, latitude and time zones.

IMPLEMENTATION: children to be shown images of a globe with key lines of longitude and latitude and to discuss why the time is different in countries across the globe.

IMPACT: the children will be able to identify lines of longitude and latitude and explain the meaning of a time zone.

INTENT: to identify the relative positions of countries and cities.

IMPLEMENTATION: using their knowledge of the compass, children to look at a map of Europe and identify where various countries and cities are relative to each other. Children to then particularly focus on Russia, its size, terrain, time zones and position relative to neighbouring countries.

IMPACT: children will know the relative positions of European countries.

Physical Geography

INTENT: to explore the human and physical features of Europe.

IMPLEMENTATION: using Google maps and atlases, children to examine the terrain of Europe and its varied biomes. Each class then to explore European countries which interest them or to which they have a connection, looking at human, physical and other features.

IMPACT: the children will know a range of human and physical features across Europe.

Fieldwork at Hooke Court

INTENT: For children to collect data using observation.

IMPLEMENTATION: While at camp this year, this children made subtle observations for the local areas, thinking specifically about human and physical features of geography.

IMPACT: Children can use their knowledge of geographical features to make observations.

INTENT: For children to discuss their fieldwork observations.

IMPLEMENTATION: Children worked in table groups to compare their observations from Hooke Court. They looked at human and physical features of Hooke Court and started to think about how these compared to the features at Beacon Rise. In groups, children then revisited their original enquiry questions and started to discuss their findings.

IMPACT: Children are able to link their observations to human and physical geography.

INTENT: For children to analyse and discuss their findings.

IMPLEMENTATION: Children worked in their table groups to come up with their analysis. They then used their shared learning to write up a discussion of their fieldwork study.

IMPACT: Children are able to answer an enquiry question using evidence from data collection.

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