GEOGRAPHY KS1 Cycle A€¦ · the human and physical geography of places. Use maps, atlases and globes to identify. oceans.Use 8 points of compass and grid references Year 4 only

GEOGRAPHY– KS1 Cycle A

Autumn term

What is my place like?

Focus - Local environment

Spring

What is our country like?

Focus - UK, capitals, seas, and

countries.

Summer

Wherever Next?

Focus - Poles and Equator.

Curriculum Drivers

Possibilities: Are all places the same?

Respect: How can we look after our environment/school grounds?

Skills for Learning: Which skills will I need to be an explorer?

National Curriculum

Understand geographical similarities and

differences through studying human and

physical geography of a small area.

Use atlases and maps to identify the local

area.

Use aerial photographs to plan

perspectives to recognise landmarks and

basic human and physical features. Use fieldwork and observational skills to

study the geography of their school and

grounds and the key human and physical

features of its surrounding environment.

Name and locate and identify characteristics

of the four countries and capital cities of the

UK and its surrounding seas.

Understand geographical similarities and differences between different parts of the UK.

Use of geographical information from maps,

atlases, globes.

Name and locate the world’s seven

continents and five oceans.

Identify the locations of hot and cold areas

of the world in relation to the Equator and

the North and South Poles.

Use globes, atlases and world maps to

identify continents and oceans.

Key Question

What can we find in our school grounds?

What is the weather like today? What countries are in the UK?

What is special about the UK?

Why do polar bears and penguins never meet in the wild?

What is life like in the hottest places in the world? Key

Concepts

Knowledge of location, places and processes.

Similarities and Differences.

Use of maps.

Fieldwork and observational skills.



Use of maps.



Understanding of geographical process (weather).

Use of maps.

Fieldwork and observational skills. Key

Vocabulary

School, home, buildings, location, address, land,

village, house, land use, town, city.

Earth, ocean, sea, coast, land, continent, island,

United Kingdom, Wales, Ireland, Scotland, England,

Northern Ireland, Capital city, London, Edinburgh,

Cardiff, Belfast, Dublin. North Sea, Atlantic

Ocean, The Channel, Irish Sea. Direction, North,

South, East, West. Forest, hill, river, weather,

city, coast, country, capital.

Earth, poles, Equator, continent, ocean, climate,

weather, location, globe, physical feature,

compass, North, South, East, West

Key Knowledge

Children will be able to:

Locate the local environment on a globe

and map.

Follow a basic fieldwork approach question

– observe – collect – describe.

(More detailed analysis required from Year

2.)

Develop geographical description skills

based on their fieldwork findings.

Record what they notice and use key

vocabulary about the local weather.

Make decisions and use basic maps.


Locate the UK in general terms on a globe,

world map and map of Europe. Pupils develop

knowledge in overview of some of the key

physical and human features of the UK. Develop knowledge of the names of the

countries of the UK, their capital cities and

the surrounding seas, identify these on a map

and locate them on a simple messy map of the

UK.

Develop knowledge about the key physical

features of the UK to include the surrounding

seas. Pupils will develop knowledge about using a

simple atlas to find information and present

findings on a map.

Develop knowledge about some of the basic terms

used to describe the daily weather and how

weather differs around the UK on the same day.

(Y1 local weather Y2- weather around UK capitals).

Y2 describe all they know about UK.

Children will be able to: Identify at a simple level some of the key

features of different climate zones and

weather by using geographical photographs

and build on their vocabulary.

Locate the features of the coldest places on

Earth.

Know the different location of the cold

areas of the world, and some distinctive

characteristics of the polar regions.

Identify the location and key features of

the equatorial region. Begin to understand the impact of physical

features on human life in a country on the

equator.

Carry out local weather fieldwork and

compare to hot and cold places.

Continued for Y1 from last topic.

Y2 more detailed comparison required.

Key skills Use maps.

Use fieldwork and observational skills.

Use directional language (near and far; left

and right introduce North) Year1

Use simple compass directions( North,

South, East, West) Year 2

Recall countries, capitals and seas of UK.

Y2 add these details to a simple map using

compass directions.

Y1 more simple map using North.

Year 1 add labels to a simple map.

Year 2 make a simple map and add a basic key.

Identify basic features on a photograph and a

map.

Year 1 give a basic outline of how local

weather affects people/ places.

Year 2 give a basic outline of how national

weather affects people/places/vegetation.

Year 2 summarise findings about UK.

Begin to recall continents and oceans of the

world.

Identify basic features on a photograph.

Pupils use a piece of information from a

source or fieldwork to agree or disagree

with an idea. Year 2 only.

Pupils can use a globe to identify hot and

cold places and the Equator.

GEOGRAPHY– KS1 Cycle B

Autumn What can I find in my corner of the world?

Focus – Local environment

Spring What is our country like?

Focus – characteristics of cities, directions, weather. UK

Summer What might we see on holiday?

Focus – world Y2 Local Y1

Curriculum Drivers

Possibilities: How long would it take to travel around the United Kingdom?

Respect: How can we make our country better?

Skills for Learning: How can we improve our local area? National

Curriculum Develop knowledge of human and physical

features in the locality.

Use a simple map.

Follow a simple route on a map.

Use simple fieldwork and observational

skills.

Name and locate and identify characteristics

of the four countries and capital cities of the

UK and its surrounding seas.

Understand geographical similarities and differences between different parts of the UK.

Use of geographical information from maps,

atlases, globes.

Use fieldwork and observational skills to

study weather.

Locate the world’s continents, the

equator, the UK and its capitals.

Compare the human and physical

geography of two small areas. (Y2 Kenya-a

contrasting non European country) Y1 a

contrasting UK seaside town.) Use aerial

photographs and atlases.

Use simple compass directions and

directional language.

Use UK and global maps to identify the

regions covered.

Key Question

What can we see in our local area?

What can we see from the air? Where would I go if I journey North?

What is the weather like in the UK? What would a visitor find at Saltburn by the Sea?

(Year 1)

On safari in the Masai Mara – what will we find?

(Year 2)

Key Concepts



Use of maps.

Fieldwork and observational skills



Use of maps.




Use of maps.

Fieldwork and observational skills Key

Vocabulary Near/far/left/right. Locality weather, plants,

soil, village, house, office, shop, settlement.

Y2 only N,S,E,W

Earth, ocean, sea, coast, land, continent, island,

United Kingdom, Wales, Ireland, Scotland, England,

Northern Ireland, Capital city, London, Edinburgh,

Cardiff, Belfast, Dublin. North Sea, Atlantic

Ocean, The Channel, Irish Sea. Direction, North,

South, East, West. Forest, hill, river, weather,

city, coast, country, capital.

United Kingdom, North East, Middlesbrough,

Saltburn Human feature: town, city, house, farm,

shop, road,Physical feature: beach, sea, cliff, hill,

vegetation, river, Compass points -North, South, United Kingdom, North East, Middlesbrough,

Saltburn Human feature: town, city, house, farm,

shop, road Physical feature: beach, sea, cliff, hill,

vegetation, river, ocean World Continent Location

Africa, Kenya, Masai Mara Compass points

North, South, East, West

Key Knowledge


Locate their local environment in a simple

atlas/globe.

Develop knowledge in overview of some of the key

physical and human features of the local area. ( Year 2 revisit Y1 first time.)

Use aerial photographs and recognise key

human and physical features.

Understand 4 points of compass Y2 only.

Identify N on a map Y1.


Locate the UK in general terms on a globe,

world map and map of Europe.

Develop knowledge in overview of some of the

key physical and human features of the UK. Develop knowledge of the names of the

countries of the UK, their capital cities and

the surrounding seas, identify these on a map

and locate them on a simple messy map of the

UK.

Develop knowledge about the key physical

features of the UK to include the surrounding

seas.

Develop knowledge about using a simple atlas

to find information and present findings on a

map.

Develop knowledge of direction and some key

towns in their home region. Pupils will develop

map use knowledge by using a more detailed

map.

Develop knowledge of the countries and

capitals of the UK and their characteristics.

Y1 London

Y2 four capital cities of UK.

Children will able to:

Recognise the likely human and physical

features at popular holiday destinations in

the UK. Understand the human and physical

geography of a small area of the UK,

Saltburn, through the use of aerial

photographs and maps of an area. Year 2 Identify Kenya, equator on a world

map/ globe.

Year 1 identify location of an alternative

Seaside UK resort.

Compare and contrast two localities.

Key Skills To follow a route on a basic map.

Year 2 draw a sketch map.

Collect data from fieldwork and develop

observational skills.

Y1 Write a few sentences about local area.

Y2 Collect and present data to carry out survey of

jobs people do in area.

Use a compass to find N,S,E,W.

Year 1 Use a compass to find N/S.

Y1 focus on characteristics.

Y2 compare characteristics of all four UK capital

cities..

Y2 summarise findings about the UK.

Use observational and fieldwork skills

to record weather

Use a compass to find N,S,E,W.

Year 1 Use a compass to find N/S.

Find simple things on a map.

Discuss simple symbols on a map.

Describe what jobs people do in a

place.

GEOGRAPHY– Lower KS2 Cycle A

Autumn Is the UK the same everywhere?

Focus- UK

Spring What can we discover about Europe?

Focus- Europe

Summer Why is my world wonderful?

Focus - World

Curriculum Drivers

Possibilities: Where would you like to explore?

Respect: Why should we look after our world?

Skills for Learning: How can we look after our world? National

Curriculum

Name and locate the four countries

and capital cities of the UK and its

surrounding seas.

Understand geographical similarities

and differences through studying

the human and physical geography of

places.

Use maps, atlases and globes to

identify. Use 8 points of compass and grid

references Year 4 only. Use 4 points of compass Year 3

Locate European countries including Russia

concentrating on their environmental regions, key

physical and human characteristics, countries and

major cities.

Describe and understand key aspects of physical

geography, including : rivers, mountains, biomes,

vegetation belts.

Describe and understand key aspects of human

geography, including: types of settlement and land

use, and the distribution of natural resources

including energy and minerals.

Use 8 points of compass and grid references Year

4 only. Use 4 points of compass Year 3

Name and locate the world’s seven continents

and five oceans.

Focus on environmental regions, key physical

and human characteristics, countries and

major cities. Describe and understand key aspects of: mountains,

volcanoes and rivers.

Use eight compass points

Use maps and globes to locate continents and

oceans.

Key Question

What can we spot on a satellite image of the

UK?

What would we see if we sailed around the

edge of the UK?

What can we learn from different maps?

Why are there mountains in Europe? What are the wonderful things about this world?

Where are the highest/wettest places in our world?

Key Concepts



Use of maps.




Use of maps.

Fieldwork and observational skills. Geographical communication.



Use of maps.

Fieldwork and observational skills. Geographical communication.

Key Vocabulary

United Kingdom, capital. Country,

county, region. Landscape, relief,

landmark. Physical – rivers, mountains,

hill climate, weather, vegetation.

Climate change. Coastline, granite,

pebble, sandy, chalk, river, lake,

peninsula. Satellite image, symbol, grid

reference, (4 figure grid references.

Year 4 only )

Settlement, city, factory, office, shop, function,

urban, rural, land use, environment, environmental,

human, physical. Country, county, population,

inhabitant. Shopping centre, market. Satellite image,

OS map, symbol, key.

(4 figure grid references. Year 4 only )

Earth, land, continent, ocean, sea, river, city,

Equator

Europe, Asia, Africa, North America, South

America, Oceania, Antarctica.

Key Knowledge


Build on prior learning from KS1 on

UK.

Locate countries of UK and capital

cities.

Use a satellite image to locate key

human and physical features –

mountains, rivers, coast vegetation

and settlements.

Know names of main mountain ranges

and rivers in UK.

Use atlas grid references when

locating places. Year 4 only Use compass directions Y3.

Understand physical features and

related vocabulary to UK coastlines.

Understand weather and climate changes

across the UK.

Demonstrate some general

knowledge relating to physical and

human geography of UK.


Locate major European countries.

Use keys and labels.

Use different types of maps.

Locate important features of maps, capital cities,

mountain ranges and landmarks.

Develop knowledge of different vegetation belts. Know about the impact that the climate zones

of Europe have on the weather,

Develop knowledge of major rivers and mountain

ranges in Europe.


Locate seven continents and five oceans.

Understand human and physical features of

the world.

Demonstrate general knowledge relating to

physical and human geography of the world.

Key skills Use grid references Y4 only

Use compass directions. Y4 8 points

of compass Y3 4 points of compass

Locate four countries of UK, capitals

and surrounding seas.

Use atlases confidently to locate

places.

Present data in simple graphs.

Use computer mapping to locate

places and describe features

studied.

Locate major European countries and mountain

ranges.

Use simple climate graphs. Use thematic maps and atlases.

Use grid references Y4 only

Use compass directions. Y4 8 points of compass Y3

4 points of compass.

Use sketch maps and plans in fieldwork.

Introduce Y3 Use the eight compass points. Use world maps, atlases, globes and computer

mapping to locate places. Use grid references introduce Y3

Locate the world’s continents, oceans and the

equator.

GEOGRAPHY– Lower KS2 Cycle B

Autumn Why is the North East so special?

Regional (UK)

Spring Why do we have cities?

Focus - UK

Summer Why does Italy shake and roar? Focus – Europe – region of Italy.

Curriculum Drivers

Possibilities: Have you ever seen a volcano?

Respect: Why is the North East so special?

Skills for Learning: What skills are needed to make a great community?

National Curriculum

Locate the counties of the UK.

(North East)


and differences through the study

of human and physical geography of a

region.

Describe and understand the key aspects

of rivers and the water cycle.

Describe and understand key aspects of rivers and the water cycle.

Recognise the 8 points of a compass and develop knowledge of maps/ symbols ( and grid references Y4).

Name and locate countries and capital cities of the

United Kingdom.

Describe and understand key aspects of human

geography, including economic activity.


differences of cities in the UK with some global

cities. Use maps, atlases and digital/computer

mapping to locate cities

Locate the world’s countries (Italy)

concentrating on their key physical and human

characteristics, countries and major cities.


differences through the study of a region in a

European country.

Describe and understand key aspects of:

physical geography, including: rivers,

mountains, volcanoes and earthquakes.

Describe and understand key aspects of

human geography including types of

settlement and land use.

Key Question

What do we produce in the North East?

Is everywhere the same? Are all the cities in the UK the same?

Have our cities change over the years?

Why does Italy shake and roar?

Key Concepts



Use of maps.




Use of maps.




Use of maps.

Key Vocabulary

Cities, urban, rural, coastal,

County, region, hills.

River, stream, tributary, source, mouth,

flood, estuary, current, erosion, flow,

deposition.

Energy, power, transport, employment,

resources.

Settlement, city, factory, office, shop, function,

urban, rural, land use, environment, environmental,

human, physical

Country, county, population, inhabitant. Shopping

centre, market

Satellite image, OS map, symbol, key.

Continent Europe, Country, region ,

Italy, Population, Coastline, bay

Peninsula ,Mountain range: Alps, Apennines

Rivers- Po, Tiber

Tectonic – plate boundaries,

Volcano(es) –Vesuvius, Stromboli, eruption,

magma, ash, gas, vent, cone, crater, lava flow

Earthquake – vibration, fault, plate boundary,

epicentre, Richter scale, tremor, seismic, hazard

Key Knowledge


Locate the counties of the UK.

(North East)


and differences through the study

of human and physical geography of a

region. Describe and understand the key aspects

of rivers and the water cycle.

Describe and understand key aspects of rivers and the water cycle.

Recognise the 8 points of a compass and develop knowledge of maps/ symbols (and grid references Y4).


Name and locate the major urban areas and

cities of the UK. Understand the differences in site, size and

function of a range of cities of the UK.

Develop map skills knowledge, use of a key, 4

figure grid references, common symbols and

mapping conventions. Understand changes to land use and the size of

city centres over time – use a city as a case

study.

Understand an aspect of human geography –

describing and understanding key aspects of

types of settlement and land use, functions and

economic activity in cities.


Locate places on a map.

Use of the details in atlases to build

knowledge about location, scale and

direction

Understand the varied geography of Italy:

climate, vegetation, land use, relief, land

marks.

Learn about the effects of Italy’s

geographical location on a plate boundary

Use key subject vocabulary for and

sequencing of events of a volcanic eruption.

Compare a region of the UK and a region of

Italy identifying geographical similarities

and differences. Understand the causes events and effects of

earthquakes in Italy.

Key Skills Interpret symbols on maps using

maps including computer mapping.

Describe the main human and

physical features of the North East

and locate on maps.

Use compass directions (and grid

references Y4.)

Label features of a river and the

water cycle.

Use atlases and computer mapping

tools to locate places.

Use directional language to locate places on maps.

Interpret symbols on a map.

Compare cities in UK with the world.

Compare how cities have changed over time. Recognise 8 points of compass. (and grid

references Y4.)

Develop OS map skills using digital/computer

mapping to locate and describe features studied.

Using an aerial photograph of a European city

or land form, identify and label the key

features.

Using a map of Europe, identify the location of

key locations using grid references (both year

groups in Summer term introduce to Y3) and

NSEW.

Design questions you would want to investigate

if you were visiting the Bay of Naples.Y4

Y4 draw maps of Italy.

GEOGRAPHY- Upper KS2 Cycle A

Autumn Where could we go?

Focus- world

Spring What shapes my world?

Focus - world

Summer Where has my food come from?

Focus – UK and world

Curriculum Drivers

Possibilities: Where will I travel to?

Respect: How can we look after our planet?

Skills for Learning: How can we help solve the problems? National

Curriculum Locate the world’s continents and

oceans. Year 5 more detail. (Y6 quick

recap)

Describe and understand key aspects

of physical geography at global scale

including climate zones, biomes.

Identify the position and significance

of Longitude and Latitude, Equator,

meridian and time zones.

Look at the interaction of climate

with landscape and development.

Role of climate in vegetation. Use of world maps,atlases, globes

and computer mapping to locate

places through lines of longitude

and latitude, use of photographs.

Atlas use – with index and clear

location markings. Year 5 use 4 figure grid references

to build knowledge of the wider

world.

Y6 use 6 figure grid references to

build knowledge of the wider world.

Develop understanding of locations and

places showing evidence of physical and

human processes which have shaped the

landscape. Use maps, atlases,globes and

digital/computer mapping to locate

countries and describe features studied.

Year 5 use 4 figure grid references to build

knowledge of the wider world.

Y6 use 6 figure grid references to build

knowledge of the wider world.

Develop understanding of land-use patterns

and farming in the United Kingdom.


human geography including: the distribution of

food and trade links. Use maps, atlases, globes and digital/computer

mapping to locate countries and describe

features studied.


differences through the study of human

geography (food/trade links) compare to a

different country e.g. New Zealand.

Key Question

Can we locate our fantastic places like

geographers?

Why is the land around the planet so many different

shapes?

Where does the United Kingdom get its food from?

Key Concepts







Use of maps Use of maps.

Use of maps.


Key Vocabulary

longitude, latitude, meridian, tropics,

characteristics, time zone, biome, vegetation,

climate, habitat, UNESCO

Process, human, physical, climate, weather, ice,

glacier, water, water cycle, tectonic plates,

biomes, climate zones, Earth’s crust, biome,

vegetation, soil.

Land use, farm, trade, resources, transport, UK,

import, dairy, cereal, livestock, import, producer

Key Knowledge


Locate the world’s continents and

oceans Year 5.

Location of a variety of places across

the world, key human and physical

characteristics, climate zones, biomes,

vegetation belts, rivers and mountains,

economic activity, land use, and

distribution of natural resources

the reason for and application of lines

of longitude and latitude.

Develop knowledge about time zones

around the world.

Understand key features and locations

of major biomes of the world. Use of

geographical information such as

graphs.

Develop decision making, use of maps

and geographical terms.

To understand that physical processes have

shaped and continue to alter the landscape

and affect the lives of the people who live in

different places. Examples to include weather,

ice, coastal processes, human activity.

Understand types of landform, geographical

vocabulary, use of geographical

photographs. Develop knowledge of how ice has shaped

some of the land in the UK and further

develop OS map knowledge and skills.

Understand the impact of tectonic movement

on landscapes, use of different types of maps

and geographical resources.

Develop knowledge of the origin of

different types of food at basic level

before moving to place/ country of origin.

Develop locational knowledge – world’s

countries.

Understand key aspects of human geography

including: trade links and the distribution of

food resources.

Develop use of geographical information,

looking at trade and imports.

Investigate land use, economic activity and

use of resources in countries.


human geography: economic activity, use of

resources.

Understand the impact of human actions on

the physical world.

Key skills Describe places in terms of longitude and

latitude.

Use lines of longitude and latitude to

locate some of the world’s most fantastic

places accurately. Use maps to locate biomes around the

world.

Use atlases including using index to find

places using grid references.

Locate the world’s continents and oceans.

Year 5 Year 6 could revise this too.

Year 5 use 4 figure grid references.

Y6 use 6 figure grid references.

Understand geographical vocabulary.

Use of atlases and globes. Use of a variety of

sources of geographical information- text,

photographs, satellite images.

Use Year 5 use 4 figure grid references to

locate places.

Use Y6 use 6 figure grid references to locate places.

Use information from maps, diagrams and

information texts.

Collect measure and record data in order to

produce graphs and calculate miles food has

travelled. Year 6 more detailed maps.

Using geographical knowledge to write a

supported judgement

GEOGRAPHY– Upper KS2 Cycle B

Autumn Fantastic forests- Why are they so important?

Focus – world

Spring Destination Sao Paulo – What do places have in

common? Focus- regional UK/ S. America

Summer What are the key geographical features of our

local area? Focus -Local area.

Curriculum Drivers

Possibilities: How can we help our world?

Respect: What impact can I have in my local area?

Skills for Learning: What skills do we require to read maps?

National Curriculum

Identify the position and significance of

latitude, longitude, Equator, Northern

Hemisphere, Southern Hemisphere, the

Tropics of Cancer and Capricorn. Year 5


vegetation belts and biomes.

Locate the world’s environmental regions

including biomes and forests.


human geography including: the

distribution of natural resources.

Locate South America (Brazil).

Understand the geographical similarities and

differences through the study of human and

physical geography of the UK and a region

within South America. Use maps, atlases, globes and

digital/computing mapping to locate countries

and describe features studied.

Use maps, atlases, globes and

digital/computing mapping to locate area and

describe features studied.

Use eight points of the compass, four figure

grid references Y5/ six figure grid

references Y6.

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.

Key Question

Where are the world’s great forests? How are the regions similar and different?

What shall we investigate and why?

Key Concepts



Use of maps.




Use of maps.




Use of maps.

Fieldwork and observational skills Key

Vocabulary

Vegetation, forest, woodland, biome,

farming, natural resources, equator, tropics,

continent, hemisphere.

Deforestation, deciduous, coniferous,

temperate, boreal, tropical, plantation.

YEAR 5 also need latitude and longitude.

Biomes, climate, zones, the equator, tropics,

hemispheres, longitude and latitude, sub/tropical,

terrain, import, export, leisure, inches (rainfall),

kilometre, resources (natural), rainforest,

urban/isation, population, pollution, flora/fauna,

vegetation, networks, minerals, energy.

Settlement, housing, land use, site, shopping,

services, primary data, secondary data.

Change, factory, mine, employment, 4 figure grid reference Y5.

6 figure grid reference Y6.

Key Knowledge

Children will be able to –

Year 5 need introductory lesson on biomes owing

to missing previous years unit on cycle A which

covers this.

Introduction to biomes for Year 5.

Children will be able to-

Develop locational knowledge at continental

scale – South America and its key physical and

human characteristics, countries and major


Read and understand maps.

Design a question which can be tested.

Decide what data will be needed and how

exactly where the data will be collected.

Thinking about and plan visits.

Year 6 have previously studied this last year so

don’t need lesson on same detail.

Understand types of forest,

vegetation and their locations.

Understand the impact of human activity

on vegetation and the role of forests as a

resource.

Recalling UK locational knowledge. Locate

types of woodland and trees in the UK.

Identify types of vegetation in the local

area and the use made of local forest and

woodland. Understand the functions of forests,

especially as habitats and a comparison

of two different forest habitats. Making

geographical comparisons.

Understand the nature and role of the

Amazon Rainforest. Understand the impact of human activity

and deforestation by farming, logging,

mining and urbanisation on the

rainforests – climate, soil, eco system

and people.

Identify the impact of human activity on

physical environment, interaction

effects.

Use geographical information to inform

decisions

cities and consider initial

similarities/differences to Europe

Pupils will know the key physical and human

characteristics of Brazil and consider

comparisons of UK population, vegetation,

climate and main exports.

Develop knowledge to enable comparison of

the key geographical features of a region in

the UK and region in South America. Pupils will

develop their knowledge of using photographs,

graphs and information figures in geography. Compare two regions studied.

Design a data collection sheet or way of

recording the data.

Observe and collect data in the field.

Present data in graphs Y5

Present data in various ways, including graphs

Year 6.

Understand how some things change over time

but somethings remain the same using maps.

Key skills Can identify the position and significance of

latitude, longitude, Equator and the tropics Year

5.

Use maps to locate environmental regions of the

world.

Compare different forests.

Compare two contrasting regions.

Identify human and physical characteristics .

Interpret symbols on maps.

Use maps, atlases, globes and digital/computer

mapping to locate Brazil and Sao Paulo.

Compare maps from different times and pick out

similarities and differences.

Collect and present data.

Make observations in the field.

Draw detailed sketch map and plan of field work.

Take photographs of geographical features.

Documents

GEOGRAPHY KS1 Cycle A€¦ · the human and physical geography of places. Use maps, atlases and globes to identify. oceans.Use 8 points of compass and grid references Year 4 only