GEOGRAPHY

Curriculum Areas

Place Knowledge

Locational Knowledge

Human and Physical Geography

Geographical Skills and Field Work

Banky's Bristol

INTENT: To use an atlas to locate a place of interest on a Map and to learn about grid references.

IMPLEMENTATION: We used google maps to locate Bristol and discussed its features and land use. We then used an atlas to locate Bristol and compared it with another city. We the discussed grid references and played a 'crack the code' game using grid references

IMPACT: The children can locate Bristol on a map. They can use maps in different forms to identify a places land use and features. They are also beginning to use simple 4 figure grid references to locate places.

INTENT: To use an atlas to locate major cities in the UK

IMPLEMENTATION: We talked about what factors make a place a city. We talked about the 7 largest cities in the UK and named them. The children then worked in pairs and used their atlas to locate them on their own map of the UK.

IMPACT: The children now know where the major cities in the UK are located.

INTENT: To make a map of our school using the skills I have leant this term.

IMPLEMENTATION: We talked about what a good map needed in order to be read and understood properly- eg key, north arrow, symbols. The children then created their own sketch maps of the school.

IMPACT: The children can now create their own maps and have explored their awareness of their surroundings.

Fieldwork and Map Skills

INTENT: To use a variety of map forms to loacte a place on a map. To use 4 figure grid references to find a place.

IMPLEMENTATION: We looked at Bristol both using Google maps and an atlas. We played 'crack the code' game using a map and 4 figure grid references.

IMPACT: Children are able to compare methods of finding a place. Children can use an atlas to find a place. Children are beginning to use 4 figure grid references and learn the 'rules' for map reading-eg 'Along the corridor and up the stairs'.

INTENT: To use an atlas to find cities in the UK

IMPACT: The children now know where the major cities in the UK are located.

INTENT: To make a map of our school using the skills I have leant this term.

IMPLEMENTATION: We talked about what a good map needed in order to be read and understood properly- eg key, north arrow, symbols. The children then created their own sketch maps of the school.

IMPACT: The children can now create their own maps and have explored their awareness of their surroundings.

Maps, fieldwork and enquiry.

INTENT: To understand what human and physical aspects of the landscape are and how they can be identified.

IMPLEMENTATION: Children were taught the geographical differences between human and physical features of the landscape. They were then given a variety of pictures of Bristol to sort into Human and Physical features.

IMPACT: Children have a clear understanding of what a human and physical feature is and how to identify it as such.

INTENT: To use fieldwork to record human and physical features and recognise that these change over time.

IMPLEMENTATION: Children walked to Kingswood Park. Whilst there, they completed maps of the area-recognising the human and physical features of the park.

IMPACT: Children had the experience of fieldwork and using a map in the real world. This activity also put their learning of human and physical features into a real life context.

INTENT: Children to know what a grid reference is and can identify objects within it.

IMPLEMENTATION: Children were taught what a grid reference is and how to use coordinates on a map. They then put these skills to the test by playing Battleships against each other by using their knowledge of grid references and coordinates to be successful.

IMPACT: Children now know what a grid reference is and can identify objects within it.

Intent: To be able to understand the enquiry process.

Implementation: Children went through the enquiry process and what it is. They looked at how an enquiry question is developed and why we use these. The children then tried to create their own enquiry questions for different scenarios.

Impact: Children now understand the enquiry process.

Intent: To be able to collect data based on their enquiry question.

Implementation: Children learnt about how to ask each other questionaire questions. They then used this knowledge to go outside and ask everyone in their class the 3 questions that would help them answer their enquiry question.

Impact: Children collected data based on their enquiry question.

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