The National Curriculum for Geography aims to ensure that all pupils:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length
As part of their 'Scrumdiddlyumptious' creative learning project Year 3 learned about where bananas are grown and found about the journey of a banana from the country of origin to the UK. In the writing below, the child has redrafted their writing using their 'review red' pen.
During their 'Predators' project Year 3 used atlases and globes to identify the continents where different animals live.
As part of their project 'Gods and Mortals' about life in Ancient Greece, Year 3 used maps to identify and locate countries, seas, mountains and cities to help inform their history work.
Year 3 used library books and the internet to research lots of facts about the history and famous monuments of ancient Greece, the climate and food to find out why modern Greece is such a popular holiday destination.
During their project 'Misty Mountain Sierra', Year 4 found out where in the world the most impressive mountains are located using an atlas and its index. The children located mighty mountains such as K2, Ben Nevis, Mount Olympus, Ararat, Everest, Kilimanjaro, Kenya, Kosciuszko and Aconcagua and ranges such as the Himalayas, Alps, Andes, Rockies, Karakoram and the Pyrenees and labelled these on maps. The children enjoyed researching and then creating models of their own mountains.
Year 4 children used the sixteen points of the compass, maps and globes to describe the location of significant UK hills and mountains in relation to Doncaster, including examples such as Dartmoor, Exmoor, the South Downs, the Cotswolds, the Mendips, Grampians, the Scottish Highlands, the Lake District and Snowdonia.
The children watched animations and documentaries that explain how mountains are formed, noting down the key words and technical language used to describe the process.The children then looked at a range of diagrams to learn about the five main mountain types (fold mountains, fault block mountains, volcanic, dome and plateau mountains), adding labels and captions to explain them clearly before producing their own extended pieces of non chronological writing.
During their project 'Raiders and Traders' Year 4 identified the different continents of the world and created a key.
Year 4 then used maps of Europe to identify the countries that the Viking raiders came from. The children located the world’s countries, using maps and atlases to focus on Europe, including the location of Russia.
Children annotated maps to find out where the Vikings came from and where they settled.
Year 4 children launched their 'Road Trip USA' creative learning project by using their geography and map reading skills to navigate their way to locate famous American landmarks.
To start their creative learning project on 'Pharaohs' Year 5 used atlases to identify continents, oceans and countries.
Year 5 then used maps to find and label key locations in Egypt.
As part of their geography work Year 5 learned about the importance of the River Nile to the Ancient Egyptian people.
During their 'Local Study' geography project, Year 5 studied local maps of Sprotbrough to support their work with Modeshift Stars. Children used their local map and fieldwork to work out the best location to set up five and ten minute 'park and stride' zones and worked with our Modeshift Stars Officer to locate some temporary signs around the village as a visual reminder of the zones. The children promoted this with our parent community by creating an 'active travel' leaflet and parent 'Parking Pledge', which has been signed by over 80 parents/carers. The children in Year 5 then produced their own detailed sketch maps of the local area.
During their 'A Child's War' project Year 6 children used textbooks and websites to research information about the causes of World War 2 before producing their own written reports, including annotating maps to show the countries involved.
Year 6 launched their creative learning project on 'Frozen Kingdom' by visiting the Yorkshire Wildlife Park to meet the polar bears and took part in workshops to learn more about how species have adapted to their environment.
Back in the classroom children used globes, maps, reference books and the Internet to learn about the two Polar regions of Antarctica and the Arctic, and the animals and plants that inhabit these frozen kingdoms, before producing detailed written accounts and art work to share their learning. Children also researched and then presented information about the Northern Lights.
Polar and STEM Ambassador Visit
We were delighted to welcome Polar and STEM Ambassador Ricky Munday into school to lead an inspirational session on Antarctic research and operations and his successful ascent of Everest. Ricky's motivational talk captivated the children as he shared the many perils of his expedition, shared photographs and brought along a selection of polar and high altitude mountaineering clothing and equipment. The children were inspired by the key themes of perseverance, resilience, goal-setting and overcoming adversity. The children's interest and enthusiasm was incredible, and they had so many questions to ask afterwards!