Our Geography planning is adapted from KS1 and KS2 Voyagers (teacher login required).

Curriculum Intent

We want our children to be open minded, independent, respectful, resilient, active, creative and forward thinking Geographers.

Curriculum Overview

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YEAR 5 GEOGRAPHY CAMPAIGN  TO MAKE OUR STREETS CLEANER AND SAFER FOR ALL OUR CHILDREN.

TOPIC: ARE WE DAMAGING OUR WORLD?

We have learned all about fossil fuels, renewable and non-renewable energy and looked at making our school more sustainable.

To further improve our environment we are campaigning to keep the streets around our school clean and safe. We have written to our parents and our children are persuading them to park and stride.

Here is our letter: 

We carried out a sustainability study of our school.

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Curriculum Implementation

Click here to see what we have been doing in Geography at Lawrence.

Year 4 looked at Christmas in the North and South America.

Y5 GEOGRAPHY

HOW IS OUR COUNTRY CHANGING?

In this unit, the children find out about the regions of the United Kingdom, discovering how some of these areas have changed over time. The children will research how specific areas of the UK have been affected by change, before conducting a fieldwork activity on their own area.

Geography at Lawrence

2020 YEAR 5 GEOGRAPHY: ARE WE DAMAGING OUR WORLD? 

As part of our Geography topic we thought about how we could make our school more sustainable.

sustainability: ability to maintain balance between natural ecological systems through not harming the environment or using up resources that will run out.

We were required to be able to explain how a particular environmental issue has been caused and suggest some possible solutions.

We realised that due to changes in school because of the covid 19 pandemic, we were using more plastic than ever before. An example of this was the fact that pupils who choose a deli lunch now eat their food in their classrooms and therefore are given a bottle of water rather than a reusable cup like those in the dinner hall.

We decided that this years campaign would be a competition between classes to see who could recycle the most plastic bottles.

SUSTAINABILITY: ability to maintain balance between natural ecological systems through not harming the environment or using resources that will not run out

YEAR 4 GEOGRAPHY: CAN YOU COME ON A GREAT AMERICAN ROADTRIP?

This unit travels the North and South American continents, and distinguishes between the terms ‘continent’, ‘country’, ‘state’ and ‘city’ along the journey. Finding and using images and maps on the internet, children make notes on cities and record their States. They will compare the built environments and settings of the cities and, through them, identify some key regions of the American continents.

Year Six Geography

Where Should We Go On Holiday? 

In this unit, the we learn about the Alpine region of Europe, how the Alps were formed and how homes are adapted to the climate. To finish, we create a digital book for tourists who visit the area using geographical vocabulary.

Geography programmes of study: Key Stages 1 and 2

Purpose of study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Aims

The national curriculum for geography aims to ensure that all pupils:

• develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
• understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
• are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Attainment targets

By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study.

We are not required by law to teach the example content in [square brackets].

Subject content – Key stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

Pupils should be taught to:

Locational knowledge

• name and locate the world’s seven continents and five oceans
• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

• understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country

Human and physical geography

• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
• use basic geographical vocabulary to refer to:
  • key physical features, including: beach, cliff, coast, forest, hill, mountain, sea,ocean, river, soil, valley, vegetation, season and weather
  • key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
• use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
• use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Subject Content – Key Stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Pupils should be taught to:

Locational knowledge

• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography

• describe and understand key aspects of:
• physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

• human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

• use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
• use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
• use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

Class 5B have worked together with our parents and carers to inform and persuade our families and friends to recycle correctly. We designed posters and  sent them to the council. The winners will be reporoduced and posted in our locality.

PURPOSE: TO INFORM

PURPOSE: TO PERSUADE

#LWQM

We are also repeating last years Plastics recycling  campaign and our Year 5 children will take our collection to the local recycling centre next half term. 

A BIG THANK YOU to everybody for your help and contributions!

As part of our Geography studies, 5B are asking the question...

'ARE WE DAMAGING OUR WORLD?'

During this unit we will consider if we are damaging our world and how we can protect it. The children will investigate energy production, the oceans and minerals, as well as conducting an enquiry into how our school can become more sustainable.

The children have created their own campaign to raise awareness of the environmental issue of Plastic Pollution. They have written their own rap song and advertisement as well as designing their own posters to encourage children throughout our school to think about recycling. 

5B are on a mission to save our Planet...and we need your help!

Plastic pollution is a very serious environmental issue and we need to do something about it.

What is Plastic Pollution?

It's plastic where it shouldn't be. It's in the sea and on the beaches and it's causing harm.

Current estimates show that at least 8 million pieces of plastic are entering our oceans every day!

Please use your blue buckets to keep your plastic bottles in and we will collect them each day . The class that rectcles the most plastic bottles after two weeks will win a GOLDEN PLAY TIME.

We will take your plastic to the recycling centre in our bin and watch it take on a new life.

PLEASE HELP TO SAVE OUR PLANET AND RECYCLE YOUR PLASTIC BOTTLES TODAY! 

What can YOU do to save YOUR planet?

Read this by FANTASTIC BOOK by Anita Williams to find out!