Curriculum overview – Subject: Geography
Autumn 1st half
Week commencing
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
9.09.19 Use outdoor map on playground.
Why they passed through certain lands – sources
of food.
Focus on counties and compare to
Anglo-Saxon times
Compare Mayan map to modern map. The Maya
made their home in northern
Central America. Today, this region falls into modern
day southern Mexico, most of Guatemala, all of
Belize, the northern tip of
Honduras, and a northeast piece of
El Salvador.
Look at map of Britain at start of Victorian period. Compare to now.
Look at populations within
different areas then and now.
Why were certain places more
populated then?
16.09.19 Languages and culture.
(Focus on Italy)
Compare prehistoric world
on map to modern map.
Maps of how they changed from start to end of Anglo-Saxon
period.
Compare UK and Mayan areas.
Time zones.
23.09.19 France and Dover. Link to Joan of Arc. Talk about how to get from England to France and how this has changed.
Lake District v. south east weather.
Compare different climate zones
across the world and how this has
impacted e.g. food grown.
Look at where Scots came from and what land was used for. Weather there. Why they might have migrated and emigrated.
Compare UK and Mayan areas.
climate zones, biomes and
vegetation belts.
30.09.19 Link in with Big Dig.
Look at animals in habitats in Lake District.
Focus on clothing – link to history lesson – and
housing.
To understand how London has
changed over time.
Chn to present a summary of what they have learnt
showing sims and diffs re. human and physical geography
between local area and South
America in Mayan times
Food miles and trade routes –
how long it takes food to get to the UK. How this has
changed since Victorian times.
7.10.19 Beebots using dinosaur covers. Use directional
language to move around the map – dinosaur island.
Physical – ocean Why they settled where they did.
Latitude, longitude, the
equator.
Compare ‘Mayan Mexico’ to Mexico
today. What features are different and
similar and why?
Food miles and trade routes –
how long it takes food to get to the UK. How this has
changed since Victorian times.
14.10.19 Look at what dinosaurs ate and
why
Human – house, town, shop Aerial photograph
of South Ockendon and
label.
Decisions, decisions task. (Where would
you settle? What would be
important and why?)
Ordnance Survey challenge.
Mapwork focusing on
Central America.
Development of British Empire – start and end of
Victorian era comparison.
Compare map of British Empire
from end of Victorian era to
current day. Chn to map it out.
21.10.10 Map out where fertile crescent is.
Chn to explain this.
Focus on day and night – link to
maths and calculating time differences from different parts of the world – look
at Mexico.
Autumn 2nd half
Week commencing
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
4.11.19 Where is Egypt in relation to England?
Relate equator temperature. Compare to poles. Use colours to
highlight this on a map. Children to
find Africa in particular.
Teach alongside history
Focus on areas where key
developments from Stone Age took place. E.g.
Italy, Middle East, Africa.
Water cycle. Look at land use in Mexico and
why farming was chosen.
India compared to UK – climate, landscape,
physical features of humans,
topographical.
11.11.19 Compare climate in England to
Egypt.
Name and identify the
names of the countries and capital cities.
Look at where Skara Brae is. Topographical features of the
area.
What is a natural resource? Man-made and natural.
Raw materials and where they
came from – coins.
Compare land-use in Essex to
land-use in Mexico. Why are there similarities and differences?
Suez canal and crisis. Impact on
trade routes.
18.11.19
To name and locate USA and Alabama.
Skara Brae and Mycenaean (Greece).
Compare languages spoken around the world and how they ‘travelled’ to where they are. Look at: Patagonia (USA), UK, Quebec & Montreal (Canada).
Mapwork and graphwork to
show. Look at human
geography –
Create a map of Mayan Mexico and plot trade routes within the country.
Orienteering trail around the school
natural resources to build houses and why settled
(Patagonia).
25.11.19 Compare autumn to winter. Go on
winter walk. Different parts of
world have different seasons.
What are the countries the
children are from like in relation to
seasons?
Focus on commonwealth.
How and why they travelled.
Why they stopped.
. jade, copper, gold, granite. Where were
these then traded to? How did the
physical geography affect the trade routes?
Track Santa’s journey around
the world.
2.12.19 Look at log of weather over past few weeks. Visit weather garden
to measure rainfall etc
Prior to lesson, teacher to
Facebook share a message via
selfie station. Plot countries where
message reaches on a map.
Look at DNA history of a
member of staff. Show ‘movement’
of travel. Why wouldn’t Bronze Age people have
this? Lack of travel across
seas etc
Tourism in Mexico. Chn to
include all information learnt to promote a visit to Mexico. Advert
for Video wall.
9.12.19 Focus on London and Royal Opera House. Compare
to South Ockendon.
Look at different breads from
across the world and plot on a
graph and why they are different due to the natural
resources including food.
16.11.19
Spring 1st half
Week commencing
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
06.01.20 Difference between rural and urban areas. Identify key features for both. One lesson on rural. One lesson on urban and then compare.
Journey of waste. Identify Greece on map and
name key places within Greece
today.
Where are the Vikings from and where did they
settle? Norway, Denmark and
Iceland.
Look at landscape of Hastings – why did the battle take place there? Locate on map.
world’s countries of the Alliances
13.01.20 Focus on railway journeys and holidays. Where would people have travelled to and from?
Go outside and tally the different vehicles we see pass the school.
Look at ancient Greek map – compare to
modern Greek map.
Iceland – northern lights
Link between England and France. Look at similarities between southern England and northern France (Normandy – where the Bayeaux tapestry was from). Look at e.g. architecture, landscape, weather/climate. Then compare northern France to southern France geographically. To compare and contrast the architecture in both regions.
To locate the countries that
were part of the British Empire at the start of World War I and names their capital cities
How do the weather, climate and physical geographical features affect the design of the buildings?
20.01.20 Look at world map and identify
UK and USA. Identify national parks in USA.
How is this landscape
different to the UK?
Children to create a simple map of
the school and its grounds. Science
garden,
Understand the key vocabulary.
Talk about difference in
weather linked to the world.
Compare why summer/winter Olympics take
place where they are.
Volcanoes Plot where Yorkshire and
Lancashire are on UK map. How
have they changed?
To use atlases and globes
27.01.20 How do seasons affect vegetation
and animals which live there? Focus on USA
and bears (bears don’t technically
hibernate but some do go into a deep sleep). Link to forests in UK.
Google map of area around
school. Mark on key features e.g.
school, roads, park, church,
shop etc.
Focus on architecture.
Rivers and beaches (inc
erosion).
Use compass points and map
references to plot routes which
Henry VIII might have used on journeys from
Hampton Court to France and York.
To learn about the location of trenches, the
climate and the effect that it had
on warfare
03.02.20 Visit a forest – Gruffalo trail and investigate how different to what
have learnt about USA.
Compare city to a farming village.
Focus on urbanisation of Greek societies 2 week coverage
Seas and trade links.
Look at castles and where they
are built and predict why they are built there from looking at
the landscape on maps
To understand economic activity particularly trade
links between countries
10.02.20 Link to electricity. Differences in everyday life. Compare pictures of homes/villages
etc.
To understand and plot 6 figure grid references using symbols
and keys
Spring 2nd half
Week commencing
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
24.02.20 Go on a walk around the school and the grounds and take photos
of different features
Introduce compass points. What are they for? Left and
right. Play instructions
game.
Focus on urbanisation of Greek societies -recap from last week and compare to modern societies. Why do new cities need compared to old cities? Transport links changing, natural resources availability etc 2 week coverage
Seas and trade links.
To study the exploration of the Tudors/Elizabethans Famous explorers Sir Walter Raleigh.
To locate the countries
involved in World War II using atlases and
maps
02.03.20 Stick the pictures on a map of the
school.
Use compass points to describe a route on a map.
Climate zones –Russia (N and
Trailblazer trip to Hampton Court
LO: To research a country
involved in World
PRACTICAL S). Link to equator
War II finding out about national clothes, food,
anthem, flag etc.
09.03.20 Use the map to help them write
about the features of their
school environment.
Give children a map with a Key. Can they use it
effectively?
The Black Sea. What was it used
for? Benefits.
Hastings – settlement focus.
To study the exploration of the Tudors/Elizabethans Famous explorers Sir Francis Drake. Look at maps to plot
out route.
LO: To write a fact file on a
country of their choice
16.03.20 Look at the impact of cold
weather on cars/transport.
Give children google map of local area around school. Create key to show key features.
Jason and the Argonauts – where did he
travel?
France and different regions
– vegetation
To name and locate counties and towns of the Tudor era.
LO: To present their fact file in a
form of their choice
23.03.20 Look at the impact of hot weather on
cars/transport. Talk about pit
stops and show Cars clip.
Revisit mapping countries and capital cities. Ensure the children know about where they live. South of Scotland, East of Wales etc.
Alexander the Great – his Empire and
where it covered.
Trade routes. Chn to read grid
references.
To name and locate counties and towns of the Tudor era.
30.03.20 Look at the impact of weather
on cars/vehicle with open roofs.
Refer to last week’s map. Today discuss and include surrounding seas.
Chn will evaluate and critique their soap sculpture
Visit to Shakespeare’s
Globe – date tbc
Summer 1st half
Week commencing
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
20.04.20 To use world maps to map out the UK and Spain and the journey taken between
them.
Sea, port, harbour, and beach. Link to history
Identify Ancient Rome on map and name key places within Italy today.
Chn to find Egypt and the UK on a map. Find the capital cities of each country.
Compare maps of past and present area.
(Lesson 7 History)
27.04.20 Look at the climate and food
of Spain.
Primarily within the slavery trade. Give children world map, draw trade routes across the sea/ocean.
Labels.
Look at ancient Rome map – compare to
modern Italy map.
Upper and Lower Egypt and the characteristic of those locations.
Compare maps of past and present area using technical vocabulary (incl. locational and directional language and routes) (use aerial photo) Development of different routes: railways, M25, Dartford Crossing, 2nd Dartford Crossing, the Thames
04.05.20 Compare climate to UK and Spain.
Discuss the equator. Which countries are hotter? Why? Teachers to
choose a country with wet season and dry season.
Children to
Understand the key vocabulary.
Talk about difference in weather and
climate between UK and Italy.
Look at three seasons in
Ancient Egypt and role each
season plays in the production and harvest of
food.
Features of a river, including
source, etc.
compare UK seasons to other
country.
11.05.20 Show children a map of London and identify key
landmarks.
Discuss the first modern Olympics and country it was held in. Athens, Greece.
Give children blank world map- use atlas to make
the 14 first countries of the
Olympics.
Look at Roman amphitheatres
around the world and similarities and differences between them.
Locate on European map.
Look at River Nile and how it helped
with the production of food
and other materials.
Evolution of river Thames and how
it has changed over time due to
erosion.
18.05.20 Compare a map of London now with London at the time of the
Great Fire.
Volcanoes and earthquakes Does the UK have volcanoes and earthquakes? Why not? Identify and locate Italian volcanoes and earthquakes
Chn research about transport
and how the Egyptians settled around the Nile, boats, sails on boats were first
used etc.
Summer 2nd half
Week commencing
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
01.06.20 Create a map of London by
sticking landmarks in the
appropriate place.
Research task: children to be given 5 things to research upon in pairs.
Focus on urbanisation and which features
allowed the
Mediterranean sea and how the River Nile flows and coastal features.
Local environment
(Rainham Marshes)
Countries
Currency Language -5 Capital city Population What does it look like?
Empire to be successful
08.06.20 Children to have a world map and
colour in the different countries
of the British Empire.
Link this to computing,
children to create a PPP based on
their country.
How did being located on the
Med benefit the Roman Empire in
trade and invasion. Locate
key countries that were invaded and
include in the Empire.
Buildings in towns and villages incl. mud huts.
Local environment
(Thames Barrier)
Human landmarks
15.06.20 Match flags to commonwealth countries.
To name and locate the world’s seven continents and five oceans. Physical – ocean
Roman infrastructure e.g. Bath and clothing
adaptations,
Look at Egyptian pyramids and what they were used for.
Local environment
(development of the area from
rural to urban – including Lakeside)
Weather and Climate
22.06.20 Children to sort hot and cold countries.
Introduce the word Equator if
ready.
To identify the characteristics of the four countries of the UK.
Where was the capital of
Britannia/ chn to find and locate on
British map Roman towns and what they called today.
Look at deserts, where they’re
located on maps and the different types of deserts
e.g. Red land and black land.
How buildings have changed in
the area – houses, schools,
hospitals, factories, etc.
Rivers
29.06.20 Identify on maps the different
places people in the windrush
generation came from.
Why did the Romans settle where they did? Rivers, gold deposits, tin mines
Look at Modern Egypt and compare to
Ancient, learning about exports
including metals,
Free – in lieu of a school trip during
the term.
textiles, livestock and chemical products and
tourism as part of the economy.
06.07.20 Learn about the human features
of the West Indies.
.
Look specifically at layout of
Roman town in Britain and
compare to Italian Roman town.
What is similar/different
why
Write up a piece of work
answering the Key Question.
13.07.20 Compare climate to UK and West
Indies
Hadrian’s Wall, Collosseum, Pont
du Gard, Bath, Pula, El Jem,
London wall can chn identify how
their use has changed over
time e.g El Jem now film set etc.