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Our school

Our school from above

Our school in ten photos

Jobs in our school

Describing locations

Fieldwork: Autumn in the school grounds

This unit provides a foundation for 'Local area: Where do we live?', which extends geographical investigation to the immediate locality, and for 'Local area: routes and maps' which investigates a specific land use, play areas. It lays the foundation for fieldwork investigations in the local area in 'Local area: how is our place special?' and a contrasting non-European locality.

This unit builds on explorations of the local area in EYFS,  focusing on the school site as a place. It develops basic geographical vocabulary and simple mapwork and fieldwork skills.

Explore the school environment to identify features, describe locations using simple vocabulary, interpret aerial photos and observe seasonal change through early fieldwork.

Local area: where do we go to school?

Our homes

Our local area

The street outside our school

Buildings and features near our school

A survey of how we get to school

Mapping our journey to school

This unit provides a foundation for 'Local area: Routes and maps', which focuses on investigating a specific land use - play areas. It lays the foundation for subsequent fieldwork investigations in the local area in 'Local area: how is (our place) special?', and a contrasting non-European locality.

This unit builds on 'Local area: Where do we go to school?', which focuses on the school site as a place, by extending the area of investigation into the local area. It develops basic geographical vocabulary and simple mapwork and fieldwork skills, focusing on human geographical features such as local buildings, land use and  journeys.

This unit investigates the area around school and home by identifying local features, exploring buildings, using simple maps, collecting data on how we travel to school, and describing familiar routes using basic geographical vocabulary.

Local area: where do we live?

Earth view: using globes and satellite images

Mapping the world: locating the continents

The world's five oceans

Rivers of the world

Mountains and landmarks of the world

The UK's place in the world

This unit builds basic knowledge needed to engage with the next unit 'Seasons' where pupils will need to talk about the world and some knowledge of its basic geometry.

This unit builds on pupils' knowledge of the world from their experiences in EYFS and their perceptions from other media and first hand experiences and expands their view of the local area as studied in 'Local area: Where do we go to school?' and 'Local area: Where do we live?' to a global scale.

This unit uses globes, maps and satellite images to explore the world’s continents, oceans, rivers and mountains. Pupils locate key features and landmarks and begin to understand the UK’s position in the wider world.

Continents and oceans: what can we find out about the world?

Introducing the weather

Measuring the weather

Introducing the seasons

Weather and the seasons: spring

Weather and the seasons: summer

Weather and the seasons: autumn

Weather and the seasons: winter

This unit links to understanding what the UK is like and how seasonal weather is a part of this; it links directly to 'Cold places: What is it like at the North and South Poles?'  and 'Hot places: Where are they and what are they like?'. 

This unit builds on what has been learnt in 'Local area: Where do we go to school?' and 'Local area: Where do we live?', which look at the local area and involve some weather investigation as well as noticing seasonal change, and on 'Continents and oceans', which introduces some formal earth geometry, the idea of the Earth rotating and orbiting around the sun.

This unit introduces weather and seasonal change by exploring different types of weather and how they vary across the year. Pupils observe and measure the weather, identify patterns, and begin to relate seasonal change to the calendar year.

Seasons: how does the weather change through the year?

Locating places in our school grounds

Mapping our school grounds

Planning a route

Fieldwork: Observing geographical features on our route

Making a map of our route

Improving our school grounds

This unit provides a foundation for 'Local to global: Identifying special places' and subsequent fieldwork investigations in 'Local area: how is our place special?' and a contrasting non-European locality in 'Contrasting locality: What is it like to live in (location) Jamaica/ Tanzania?'.

This unit builds on explorations of the local area in EYFS, and on 'Local area: Where do we live?' and 'Local area: Where do we go to school?'. It extends work on the school and immediate locality through investigating a specific land use - play areas. It develops basic geographical vocabulary and simple mapwork and fieldwork skills.

This unit develops pupils’ understanding of maps and route planning by exploring their school grounds. Pupils create maps, use symbols and keys, plan and follow routes, and apply their knowledge through simple fieldwork and observation.

Local area: how do we read maps and plan routes?

Annotating our map of the school grounds

Describing and locating our favourite places

The seven wonders of the natural world

Human wonders of the world

This unit provides a foundation for investigations of the UK and London or Cardiff, and further investigation of what is special in the local area.

This unit builds on investigations of play areas in the local area, extending work on pupils’ preferred play areas and immediate locality by focusing on why some places are special.  It develops basic geographical vocabulary and simple mapwork and fieldwork skills.

This unit explores what makes places special by combining personal geography with global examples. Pupils describe, annotate and locate familiar places before learning about the natural and human wonders of the world using images, maps and geographical vocabulary.

Local to global: how can we identify special places?

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Geography

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