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 out 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 creative learning project on 'Flow', Year 3 learned about the parts of a river.
Year 3 identified the stages of the water cycle.
In their computing lessons, Year 3 practised copying and pasting images from the Internet into a Powerpoint presentation, presenting text in text boxes and learned how to use animations to create an effective presentation about the water cycle. They enjoyed sharing their finished presentations with the rest of the class. Please click on 'play' on the PowerPoint below to view an example of their work.
Children then explored creating PowerPoints to explain the water cycle and present their research into rivers of the world.
Year 3 identified the position and significance of longitude, latitude and the Equator.
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.
As Year 4 learned about where the Vikings settled, they looked in more detail at a map of our local area. Viking words can be found in many English place names and indicate the key feature of the local area where the Vikings settled e.g. -ton=hedge or fence, later a farm (Branton); -by=farmhouse/dwelling (Cadeby); -thorpe=hamlet/village (Armthorpe). Children looked at a map of our local area, produced a colour key and identified place names of Viking origin, locating these on a local map and recording their findings in a table.
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.
Children used a range of resources to find out the names and capitals of the 14 states where Native Americans settled and used maps and atlases to locate these.
As part of their 'I am Warrior' project on the Romans, Year 4 found out about ancient Celtic hill forts, drew a sketch map of one of these, explained how the Celts chose to build their forts where the geography of the area gave them the best defence position and considered the geographical features of Britain that hampered the Romans as they invaded.
Mountain Explorer Academy
To launch their geography project on 'Misty Mountain Sierra', Year 4 entered the Mountain Explorer Academy for an action packed day of learning and activities. Delivered by an experienced mountaineer and expedition leader, the workshop was a mixture of short, interactive presentations (full of photos, videos and stories from recent mountaineering expeditions) and hands-on activities in small teams (e.g. mapping exercises, mountain-themed problem solving challenges, a quiz on the hazards of mountain travel, a wildlife identification competition etc). What a fantastic day of learning and exploration!
The children learned about green-screen technology to bring their adventures in the mountains to life!
During their project, 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.
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 started their work by undertaking a walk to identify key geographical features of the local environment.
Year 5 used primary sources, maps and knowledge from their local walk, to produce their own sketch map of the local area.
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.
The Ends of our Earth
Children also researched and then presented information about the Northern Lights.
We shared Year 6's lovely work on our 'Frozen Kingdom' display.
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!
CSA Village Treasure Hunt
Our wonderful CSA members have worked very hard to prepare a family Treasure Hunt, with the aim of encouraging families to explore our beautiful village. Using the map below, families were challenged to follow the clues to find different locations, to observe their surroundings carefully to answer questions and then unjumble a final answer to achieve the task! What a great half term family activity!
Over 60 families took part in this half term activity and it was great fun discovering new things about our beautiful village!
Here are some photos sent in by families from the Treasure Hunt.