The Prebendal Pre-Prep Geography Policy – Key Stage 1 Rationale The study of geography develops knowledge of places and environments throughout the world, an understanding of maps and a range of investigative and problem solving skills, both inside and outside the classroom. It is a focus within the curriculum for understanding and resolving issues about the environment, using the locality as a prime example. It can promote thought about a pupil’s own place in the world and their rights and responsibilities to other people and the environment. Aim – That all children will enjoy the subject and study it with confidence and a sense of achievement. In Year 1 and 2 pupils will investigate their local area – the city of Chichester and the nearby coastal area. They will also have the opportunity to study other areas of the world, finding out about the contrasting environment and the people who live there.

Knowledge and Knowledge and understanding of understanding of patterns environmental and processes change & sustainable development

Knowledge and understanding of places

Geographical enquiry and skills

The Skills – pupils should be taught to …. ENQUIRY  observe and record (for example, identify buildings in the street and complete a chart)  express their own views about people, places and environments (for example, about litter in the school)  communicate in different ways (for example, in pictures, speech, writing). SKILLS  use geographical vocabulary (for example, hill, river, motorway, near, far, north, south)  use fieldwork skills (for example, recording information on a school plan or local area map)  use globes, maps and plans at a range of scales (for example, following a route on a map)  use secondary sources of information (for example, CD-ROMs, pictures, photographs, stories, information texts, videos, artefacts)  make maps and plans (for example, a pictorial map of a place in a story).        

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identify and describe what places are like (for example, in terms of landscape, jobs, weather) identify and describe where places are (for example, position on a map, whether they are on a river) recognise how places have become the way they are and how they are changing (for example, the quality of the environment in a street) recognise how places compare with other places (for example, compare the local area with places elsewhere in the United Kingdom) recognise how places are linked to other places in the world (for example, food from other countries). Know the 5 oceans and 7 continents of the world. make observations about where things are located (for example, a pedestrian crossing near school gates) and about other features in the environment (for example, seasonal changes in weather) recognise changes in physical and human features (for example, heavy rain flooding fields).

recognise changes in the environment (for example, traffic pollution in a street) recognise how the environment may be improved and sustained (for example, by restricting the number of cars).

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The Prebendal Pre-Prep Geography Scheme of Work – Key Stage 1 Year 1 Year 1 selects from a range of topics which combine aspects of Science, History and Geography in the form of cross-curricula links Michaelmas Term India 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. Use Google Earth, maps and globes to locate UK and India. Recognise the differences and similarities between a globe and a map. Identify key physical and human features of India: Taj Mahal, Temples, River Ganges, Delhi, Mumbai, coast, desert, forest, mountains. Add these details to a map and use a simple key to identify them.

Lent Term

Summer Term

France

Map Work

Use Google Earth, maps and globes to locate the UK and France.

Use a combination of Google Earth, aerial maps, OS maps, field guides and tourist maps.

Identify the key features of France: capital city, rivers, mountains, borders etc. Add details to a map and create a simple key.

Dell Quay Study: Name, locate and identify different habitats at Dell Quay: saltwater, freshwater, salt marshes, reed beds, hedgerows, streams, ponds, shoreline. Use maps to trace the route and show the location of main physical features.

Use tourist maps of Paris and identify main landmarks. Compare French food and shops with the UK. Cross-curricular links with Art, History and French.

Understand geographical similarities and differences through studying the human and physical geography of Chichester and Delhi.

Priory Park Study: Investigate the locations of minibeasts and plot them on a grid/map. Create bar charts showing distribution. Cathedral Study: Following a trip to the Cathedral, create a floor plan showing main features. Cross-curricular links with RS.

Make a simple map of the city of Chichester identifying key features: North, South, East and West Street, Cathedral, Market Cross and the School. Compare seasonal and daily weather patterns between the UK and India. Cross-curricular links with Art.and Science See Overviews and Medium Term Plans for details

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The Prebendal Pre-Prep Geography Scheme of Work – Key Stage 1 Year 2 Both the History and Geography Curriculum are combined into 3 main termly topics (as outlined below) with links to English, RE, Science, Art and DT

Michaelmas Term

ANCIENT EGYPT Know the 5 oceans and 7 continents of the world Ask questions about another country and find out about another way of life. Recognize that a globe and a world map show the same information but in a different way. Identify our country in the world. Identify Egypt as a country and Africa as its continent. Add details to a map of Egypt (desert, River Nile, Red Sea etc) and use a simple key to identify them. Use vocabulary like country, continent, climate, river, landscape, transport, city (Use Photos/pictures/internet footage and DVDs of Egypt – past and present identifying features of the landscape) Understand the importance of the river Nile to Egyptian life – present and past. (look at different methods for extracting water – shadufs etc) Look at photographic evidence of Egyptian landscape and make simple deductions based solely on evidence provided. Compare ancient and modern Egypt – buildings, transport, farming methods etc) To identify similarities and differences between England and Egypt – climate, rainfall, crops, foods etc

Lent Term

POLAR LANDS Recognize that a globe and a world map show the same information but in a different way. Identify the Arctic and Antarctic on a map and a globe. Add details to a map and use a simple key to identify them. (frozen sea, ocean, land, arctic circle etc) Use vocabulary like country, continent, climate, landscape Compare and contrast the climate of Polar regions with UK Discuss similarities and differences between the Arctic and Antarctic Investigate how icebergs are made and know that there are different forms of icebergs. Know how people live and adapt to life in the Arctic Understand what life would be like in the Antarctic – Visit from Antarctic Explorer Know what animals live in the Polar Lands and how they are adapted to their environment Investigate the impact on the polar lands of global warming. Explore how the poles have been exploited

Summer Term

CITY AND COAST To know the countries of the UK and the capital cities. Locate their village/town on maps at a range of scales. (Google earth-Local OS) Draw a map showing route to school & identify a clear sequence of features seen on route to school. Begin to identify features of a map and use directional vocabulary of N,S,E&W Begin to use a key to locate places on a map. Identify main physical features from a map. Develop fieldwork skills within the local area and awareness and understanding of land use in the area. Plot route taken on a simple map and trace the same route on an OS and aerial map. Recognize natural and man and features of the local environment. Group evidence found and record data relevant to fieldwork. Carry out group research on habitats in Dell quay using a variety of different sources. (harbour habitats quiz) Identify main physical and human features of the City. (Walls walk) Develop field work skills within the local area and awareness and understanding of land use in the city. Use photos and maps to infer information and express a view about the city (write a tourist brochure) Identify ways in which Chichester is changing. – shops, city maps etc. Environmental Issues (Eco-Day) Recycling – consider ways of recycling ‘rubbish’. Persuasive Writing – Why Recycle?

See Overviews and Medium Term Plans for details 3

GEOGRAPHY DEPARTMENT – YEAR 3 SYLLABUS

Michaelmas Term The British Isles  Position in the World  Countries  Seas that surround the British Isles Farming  Look at different types of farming  What the British Isles can produce Locational Knowledge  The capital cities of the British Isles  Other major countries in Europe

Lent Term Atlas Work  Continents  Oceans  Seas Climate  Look at different areas of weather and climate throughout the world  Study of Polar and Tropical areas Farming  Link in how the climate affects the farming in an area  Arable farming Locational Knowledge  Look at major capital cities around the world  Concentrate on North America and South America

Summer Term Climate  

Look at different types of desert Drought and Famine

Continents  Examine the continent of Africa and its make up  The problems of farming today Locational Knowledge  Continue to look at major capital cities around the world 4

Fair Trade  How farmers benefit from growing crops  Case study on Chocolate Test Revision

GEOGRAPHY DEPARTMENT – YEAR 4 SYLLABUS

Michaelmas Term Geography  How the Earth has developed  The continents and oceans today Physical  Description of a place  Refer to shape of land, the relief  Drainage  Climate Map Skills  Learn the 8 point compass directions  Look at physical and political maps from an atlas Locational Knowledge  British Isles countries and capitals  North and South America, countries (based on C.E. list)

Lent Term Atlas Skills  Continents and global identification  Significance of lines of longitude and latitude Natural Disasters  Look at recent natural disasters  Hurricanes  Typical disasters that we experience in the British Isles Resources  Basics required for living  Look at how different it is for countries with few resources Locational Knowledge  European countries and capitals (from C.E. list)

Summer Term 5

Climate  

How it affects our lives What we grow and produce

Atlas Skills  Look at different types of map  Continents, Countries and Capitals

Fair Trade  The importance of Fair Trade for farmers  Use Bananas as a Case Study Examination Preparation YEAR 5 GEOGRAPHY SYLLABUS Michaelmas Term  Mapping 

Develop map reading skills

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Use political and physical maps from an atlas

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Examine Ordnance Survey extracts and look at 4-6 figure grid references

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The relevance of scale, key and symbols on OS maps

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Contour lines significance and how to interpret them on a map

 Continents and The Earth 

Look at and name the seven continents; the size and countries within

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The makeup of the Earth. Refer to the size of the oceans

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The Hemisphere, the Equator, The Poles, The Tropics

 Settlement 

How humans began to settle down and the factors that influenced their choices

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Look at the site and the importance of good land, water, wood and materials, shelter, accessibility, and protection from enemies

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How settlements grow, looking at patterns of land use in a town or city

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The settlement hierarchy, ranking in order of size and importance from hamlet to capital city

 Shopping

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Comparison and convenience goods, the link between how we shop and the settlement hierarchy

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Types of shop and how it has changed over the last 50 years

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Significance of out-of-town shopping centres and how it affects the way we shop

 Locational Knowledge 

The European Union and its makeup to include positions and capitals

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Major countries and their positions [based on CE syllabus]

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Major mountains of the world [based on CE syllabus]

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British Isles capital cities and major mountains

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Case Study on Mount Snowdon YEAR 5 GEOGRAPHY SYLLABUS

Lent Term  MEDCs and LEDCs 

Distinguish between the two types of countries

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Use data to compare and contrast how people live

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Examine five factors – life expectancy, adult literacy, access to safe water, doctor availability and population

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Push and Pull factors that cause people in LEDCs to move – drought, poverty, disease, land shortage, flood, war, health care, quality or life, education, population growth, employment and ‘bright lights’

 South America 

The countries and their relative sizes

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Look at the main physical features of the continent

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The importance of the Amazon to the continent

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Look at Brazil and examine the variations in climate

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How and why Brazilian cities are growing

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Shanty towns (favelas) and why they develop

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Natural resources of Brazil and the way forward

 Farming 7

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Types of farming to include arable, pastoral and mixed

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Agriculture in the UK today

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Look at the Fens and what is grown today

 Global Location 

The European Union and countries and capitals from the CE syllabus

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Position and names of the countries and capitals in North America

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Position and names of five mountain ranges (as required by CE syllabus)

YEAR 5 GEOGRAPHY SYLLABUS Summer Term  Earthquakes and Volcanoes 

Examine the layers that make up the earth

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Look at the Earth’s plates and their link with earthquakes and volcanoes

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How plate movements cause earthquakes and volcanic eruptions

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What earthquakes are, how they are measured and the damage they do

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Use United States as a country that is affected by earthquakes; look at the area around California and why it is so vulnerable

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How one can limit the damage that an earthquake will bring – predict, plan, take action

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Look at the structures of volcanoes

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Active, dormant and extinct volcanoes – how to differentiate

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Examine the damage that eruptions can do

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Why people continue to live in danger zones and the benefits it can provide

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Tourism and the part it plays for the people that live here

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Use Haiti and New Zealand as areas affected by earthquakes in the last few years

 Natural Disasters 

Drought and Famine. The consequences. Link in LEDCs that are affected 8

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Tsunamis and how they are caused. Use Japan as a key example

 Fair Trade 

What is meant by the term? Why it is important that we promote our goods to be fair trade. The implications it has on farmers around the world

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TEA is the Case Study. The countries that produce this product. The conditions required to grow tea. Tea consumers

 EXAMINATION PREPARATION

GEOGRAPHY DEPARTMENT – YEAR 6 SYLLABUS

Michaelmas Term Settlement  The site of a settlement  Types of settlement and the settlement hierarchy  Function of a settlement O.S. Map work  Land uses, in terms of settlement, industry and leisure  The recognition of flat, hilly and mountainous land  Use C.E. maps and questions Locational Knowledge  Europe and the European Union  Position and capitals of the European states (from C.E. list)

Lent Term Resources and Economic Activities  Primary, Secondary, Tertiary, Quaternary Activities Settlement  Look at Reading and its services  Development of London O.S. Map work  Use C.E. maps and questions Locational Knowledge  North America; South America and Asian countries and capitals (from C.E. list) 9

Summer Term Physical  Natural features of rivers and valleys  The course of a river  Where rivers get their water Farming  Arable, Pastoral and Mixed  East Anglia Case Study Industry  Raw materials, labour and market factors  Look at different industries e.g. newspaper printing; butter and cheese making; boat building; pottery and vegetable canning Examination Revision

GEOGRAPHY DEPARTMENT – YEAR 7 SYLLABUS

Michaelmas Term Weather and Climate  Temperature and rainfall in the British Isles  Climate graphs  Case study of the Lake District  Water Cycle  Formation of rain - relief/convectional/frontal Geomorphology  Types of weathering and erosion  The classification of rocks O.S. Map Work Practice  C.E. papers and assessment

Lent Term Geomorphology  River features and flooding  Case studies of Bangladesh and Venezuela O.S. Map Work  C.E. papers and assessment 10

Locational Knowledge  The British Isles: cities, physical features and locations

Summer Term Geomorphology  Coastal Erosion and features  Effects on areas of British Isles coastline  Formation of Spits  Fieldwork study of East Head Spit Leisure and Tourism  National Parks  Case study on Lake District National Park Global Location practice and O.S. map work Examination revision

GEOGRAPHY DEPARTMENT – YEAR 8 SYLLABUS

Michaelmas Term Settlements  Settlements comparing cities  South America  Comparison of LEDCs/MEDCs Geomorphology  Tectonics and Plate Boundaries  Earthquakes. Case studies of Haiti, Japan, New Zealand and Montserrat.  Tsunamis.  Volcanoes. Case study of Etna. Field Study  Two day visit to Lulworth Cove for final study to be presented as part of CE examination.  Coastal movements and structure. O.S. Map Work  Further CE practice work. 11

Locational Knowledge  Countries, capital cities, cities based on CE syllabus.

Lent Term Economic activities  Primary, secondary and tertiary industries. Environmental Conflicts  Amazon rainforest: major conflicts of land use, tourism, tribal communities, future. OS Map work and Global location  Practice of all aspects for CE examination.

Summer Term Physical Geography – pre CE examination  Revision of past papers. Post CE examination  Global industry project.

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