Geography

Villages, Towns and Cities

Understanding Brazil

This unit links to 'Life in a capital city: London/Cardiff', in which a capital city of the UK is explored as a significant place in our country.

The unit extends understanding about the local area and the characteristics and features of place explored in units 'Local area: Where do we go to school?', 'Local area: Where do we live?', 'Seasons: How does the weather change through the year?' and 'Local area: Routes and maps where we play' to a national scale.

The UK: what kind of place is it?

This unit supports pupils' enquiry about the uniqueness of place when they investigate their own locality through fieldwork in 'Local area: Why is (our place) special?' and compare this with a locality overseas in 'Contrasting locality: what is it like to live in Jamaica?'.

This unit deepens pupils' understanding of the UK in 'The UK: What kind of place is it?' by zooming in to explore its capital city, London, and how it is linked to other parts of the UK and the wider world.

Life in a capital city: London/Cardiff

It then leads on to examine this same scale but by investigating hot places in 'Hot places: What is it like near the Equator?'. This unit also links to future understanding of land use and settlement, and builds on Earth Geometry by establishing familiarity with the Polar Circles here and with the Equator in 'Hot places: What is it like near the Equator?'.

links to work done in and around the school ground on weather and develops the idea of temperature variations and extreme cold on a global scale. 

Cold places: what is it like at the North and South Poles?

This unit links to 'Contrasting locality: What is it like to live in (location in) in Jamaica?', as pupils draw on their knowledge of places that are hot and wet, and also to 'The water cycle: why does it matter?'. Pupils apply their beginning thinking about locational differences in rainfall and temperature.

This unit builds on 'Cold places: What is it like at the North and South Poles?', which pupils should have done first. Pupils draw on their knowledge of cold areas of the world to help them consider the location of hot places and what they are like, making comparisons. 

Hot places: where are they and what are they like?

This unit is a foundation for the more abstract contrasting locality units, enabling pupils to build on their understanding of the uniqueness of place through other cultural lenses and apply the learnt process of enquiry when finding out about places and people.

This builds on the Local to global unit which explored the local area and what made places special to enable pupils to be selective and communicate the most essential elements of their place in the form of a local area guide.

Local area: why is (our place) special?

This unit provides a foundation for 'Europe: How diverse are its landscapes and places' and 'Europe: What is it like to live in northern Italy', which further extend pupils’ knowledge and understanding of distant places and how to investigate them at continental and regional scales.

This unit builds on 'The UK: What kind of place is is?' and 'Local area: Why is (our place) special', extending and deepening pupils’ place knowledge and understanding through the study of Jamaica and a specific small Jamaican locality. It develops geographical vocabulary and skills, enabling pupils to identify similarities and differences.

Geography

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