Your new design will be uploaded in:
...
Please contact Delivery Team on
0113 3200 750 if you have any queries.
X

Church Lane, Doncaster, South Yorkshire, DN5 7EZ

01709893125

admin@barnburghprimary.com

Barnburgh Primary School

Learning to shine together

RespectCouragePerseveranceAmbitionIndependence

Geography Portfolio

Please see our evidence for each Geography National Curriculum Programme of Study below. 

Early Years Foundation Stage

Please take a look at the Early Years portfolio, under the 'Understanding the world section.

Locational Knowledge:

KS1 - Name and locate the world’s seven continents and five oceans

Year One: The children located the world's seven continents on the map. We spoke about extinct and endangered animals and which contintent they lived in. The children were able to verablly talk about what the continents were called and could talk about the animals.

KS1 - Name, locate and identify characteristics of the four countries and capital cities of the UK and its surrounding seas

Year One: The children were encouraged to look at the Atlas to identify what parts make up the United Kingdom and where they are on the map. We then identified the capital cities and what you may find in these areas. By the end of the the lesson the children were able to say what four countries made the UK.

KS2 - Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

Year 3 used maps to identify countries and major cities

KS2 - Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

Year 3 used the index, page number and grid references to find human features on a map. They found locations of where some of Banksy's art work is. 

Year 5 learnt about Land Use in the UK. They learnt lots of new vocabulary associated with land use and put this into practise discussing their new factual knowledge in teams.

KS2 - Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Year 3 -  I Introduced the terms latitude, longitude and coordinate and explained what they are and what they help us to do. The children were then shown the BBC Bitesize video Latitude and longitude to explain how they work. The children then found lines of latitude and longitude on their globes and say which places are located at each given point. 

Place Knowledge:

KS1 - Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a contrasting non-European country

Year One

KS2 - Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Year 3 - The children shared their knowledge of the terms 'human feature' and 'physical feature' drawing on examples from their previous learning. The children sorted the cards into two groups: human features or physical features. We discussed similaties and differences. The children when refined their groupings further : the physical features into water and non-water features and the human features into transport-related and non-transport-related features. 

Human and Physical Geography:

KS1 - Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

Year One: We looked at the British weather and the various types of weather we have witnessed across the seasons. We spoke about what weather we would see during each season and what clothes we might wear for the spring, summer, autumn and winters. The children were able to discuss the seasons  and could differentiate between their features. We created a seasonal picture linking to what trees look like during each season. 

Year One:

The children were encouraged to discuss their knowledge of seasons and types of weather that we experience in the UK. They then worked in small groups to sort pieces of clothing into the seasons that they may be worn in.

“In summer you will need to wear a t-shirt and shorts to keep you cool” (Ralph)

“In autumn you will need to wear your wellies because it rains a lot” (Florence)

“In winter you will need a hat, gloves, a scarf and a coat because it is cold and sometimes it gets very icy” (Louie)

“In spring the weather gets a little bit warmer and there’s lots of rain to help the flowers grow” (Isabella)

“When there is a rainbow its because there is rain and sun at the same time” (Pearl)

Once the children had developed their understanding of seasons and weather, they worked in small groups and role-played weather forecasters. They were able to discuss the weather in Barnburgh during the afternoon as well as predict the weather for later on in the day. The children were able to give a little insight into what you may need to wear today if you were going outside.

KS1 - Use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

Year One

Learning Intention: To use basic geographical vocabulary to identify and describe physical features, such as beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley and vegetation.

The children took a look at a rocket's eye view of the Earth. They used their prior knowledge to identify basic geographical features both on Earth and other planets such as Mars. 

"I can see a mountain on Mars" (Buddy)

"There's a long river in the middle of the forest part"(Louie)

"I can see a volcano, its a physical feature because it happens naturally" (Joseph)

"The mountain has lots of bumpy bits" (Charlie)

By the end of the lesson, the children were more secure with their understanding of geographical features and were able to use basic vocabulary to identify and describe them.

Year One

LQ: What are the physical features of the UK?

The children were introduced to physical features through a video, which provided them with useful explanations of each physical feature, as well as various pictures. They were then given the opportunity to use basic geographical vocabulary to identify and describe physical features during a class discussion. To develop their understanding, the children took part in a quiz to see if they could identify the features before labelling them as a group.

Year 2 

LQ: What is Saltwick Nab? What are its dangers? 

The children found out what Saltwick Nab was, we used a laptop to research it and explored Google Earth to find out where it was. The children then listened to the tale of the SS Rohilla and were encouraged to explain what had happened and how. By the end of the session the children were able to discuss where and what Saltwick Nab is and what happened to the SS Rohilla. They also built up more knowledge about google earth. 

KS1 - Use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Year One: What is a city? The children recapped on the information they had previously learnt about physical and human features. We then looked at what a city was. We spoke about different cities we might have visited and what we might find there. We compared a city to the local village and spoke about the he similarities and differences. By the end of the lesson the children were able to use vobculary linked to a city.

”A city has lots of shops” (Oliver)

” There are a lot of offices in the city, because cities never sleep.” (Olly) 

“A city has lots of different houses like flats and big houses”. (Eloise)

Year One

Learning Intention: To identify the characteristics of a settlement.

The children were encouraged to think about the definitions of settlement and city. They discussed this with their peers and then listened to the correct definition. Throughout the session, the children were introduced to the key characteristics of a settlement and were encouraged to describe them. By the end of the session, the children were able to demonstrate their ability to identify characteristics by working in small groups to label big pictures of London.

Year One

Learning Intention: To identify the characteristics of a settlement.

The children were encouraged to recap the characteristics they had discussed in the previous geography lesson a few days before. They were all very knowledgeable in this area and were able to point out the key characteristics when looking at a big picture. Miss Clark modelled using google earth to find London and spot some of the characteristics. The children were then given the opportunity to explore London on the iPads, where they were able to identify and describe the characteristics of London.

Year One

Learning Intention: To name and describe the purpose of human features and landmarks.

The children recapped their knowledge of human features and landmarks during class discussion.

“A landmark is a building or statue that can be seen from far away” (Joseph)

"A human feature is something that has been built by a human" (Isabel F)

They were then introduced to some of London’s most famous landmarks and their purpose. By the end of the session, the children were eager to demonstrate their understanding by naming the landmark and explaining its purpose to their peers.

“The purpose of Big Ben is so people can see the time” (Eddie)

“London Eye helps people to see all of London” (Jaxon)

“The Royal Albert Hall is for people to play music” (Isabella N)

Year One

Learning Intention: Carry out fieldwork tasks to identify characteristics of the school grounds or locality.

The children recapped their existing knowledge of physical features and were then introduced to human features.

“A physical feature happens on its own naturally” (Joseph)

“A human feature is made by a human” (Ralph)

 To test their knowledge of the two, we sorted a variety of physical and human features. The children were able to demonstrate their understanding by placing their thumbs up if it was a physical feature and thumbs down if they thought it was a human feature. We then carried out fieldwork of the school grounds to identify human features and characteristics. The children worked in pairs to write a list of the features they found and we came together to discuss our findings. By the end of the session, the children were very knowledgeable and were able to identify the characteristics of our school grounds.

KS2 - Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

Year 3 - the children were introduced to the Earth’s layers and key vocabulary, such as crust, magma, mantle and core. We used a model of the Earth’s layers or the Layers of the Earth presentation to describe the four layers. The children then used modelling clay to make 3-D models of the Earth’s layers to consolidate their understanding.

Year 3 - The children were shown a Climate zones map and they were asked to use the key to identify the characteristics of each of the climate zones. They then used the map to complete the Climate zones recording sheet and answer the questions included.

Year 3 - Children learnt about plate tectonics through the use of videos and a PowerPoint. They identified how to changed over time and they had a go and identifying where they are on a world map

Year 5 used a fantasy map of Alchemy Island to identify the physical and human features.

KS2 - Describe and understand key aspects of human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Year 3 leant about the type, purpose and use of Stone Henge.

Year 6

After learning about the different indigenous groups of people who live in the Arctic, the children chose one of the groups to find out more about and the presented their information. They found out about their: clothes, traditions, food, homes etc. 

Name
 Indigenous People - Alfie and Jorge - Evenk.pptxDownload
 Indigenous People - Charlie and Callum L - Yup'ik.pptxDownload
 Indigenous People - Ethan and Evie.pptxDownload
 Indigenous People - Ethan and Reggie - Inuit.pptxDownload
 Indigenous People - Fred and Alfie C - Yup'ik.pptxDownload
 Indigenous People - Inuit - Charlotte and Brooke.pptxDownload
 Indigenous People - Karris and Amelia - Sami.pptxDownload
 Indigenous People - Lillia and Oliver W - Inuit.pptxDownload
 Indigenous People - Lizzie and James - Inuit.pptxDownload
 Indigenous People - Ruben and Kourtney - Inuit.pptxDownload
Showing 1-10 of 11

Geographical Skills and Fieldwork:

KS1 - Use world maps, atlases and globes to identify the UK and its countries, as well as the countries, continents and oceans studied at this key stage

KS1 - Use simple compass directions (North, South, East and West) and locational and directional language (e.g. near and far; left and right), to describe the location of features and routes on a map

Year 1

Learning Intention: Use simple directional and positional language to give directions, describe the location of features and discuss where things are in relation to each other.

As a class we created a large-scale space terrain using equipment found in our school. The children though hard about how they could place the equipment to ensure they could use directional and positional language.

The children worked in pairs, one child directing and the other child completing the course. They were able to show understanding of left, right, forwards, backwards, over, inside, under, around, through and on top of through the completion of the course.

By the end of the session, almost all student were confident when using directional/ positional language and some children could use it with support.

Year 2

LQ: How do you get rescued on the coast?

The children were encouraged to discuss what they thought a compass was. Many children could identify 'North, East, South and West'. The children were able to identify different places on the map by applying their compass knowledge. We also used the laptops to look on the RNLI site to look at different lifeboat ports around the country.  By the end of the session, the children were able to discuss the RNLI and their uses as well as the different types of lifeboat stations and where they are located on the map using their compass skills.

 

"The lifeboat stations are at the end of the map because that is where the coastline is. All weather lifeboats are safe to use in all weather and in shore lifeboat stations are used in more shallow water to save people closer to the beach".- Logan

KS1 - Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

The children studied an aerial map of Whitby and had to identify the features from the map using the key.

Year 1

Learning Intention: To identify features and landmarks on an aerial photograph.

“Physical features grow or happen on their own.” (Bella N)

“Human features are made or grown by people.” (Jaxon)

The children were shown a series of aerial photographs and were asked to identify which angle the photographs was taken from. The children understood that the photo was taken from above and that this angle is called aerial.

Once they understood the concept of aerial photographs they worked in pairs to identify and label physical/human features and landmarks. The children then fed back to the class and demonstrated their knowledge of features/landmarks on an aerial photograph.

KS1 - Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment

Year 2

 LQ: How do you identify features in the local community? (Geography)

The children went for a walk in the local community to collect data about human features such as libraries, housing, car parks, bridges, schools and churches. They were encouraged to identify and record their features on a simple table and consider why certain features are more or less common. The children were able to discuss why certain features may not be as common in small villages and could speak about the different types of houses within the community.

 

KS2 - Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Year 3

Lesson 1 - The children analysed maps, atlases and globes, to be able to locate countries on a world map

Lesson 2 - The children located countries and major cities in Europe (including Russia) on a world map

Year 3 used the index, page number and grid references to find human features on a map. They found locations of where some of Banksy's art work is. 

Year 4 used the index and page number to find different countries of origin on a world map. They found the different locations of where different vocal techniques originated.

Year 5 learnt about where specific locations from around the world were. They used atlases and globes to identify locations from an image of them from space.

Year 5 learnt where different deadly minibeasts were located around the world. They used world maps to plot these and learned more about them.

KS2 - Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

Year 3 used an OS Map of the local area to identify geographical features

Year 3 used a map of a simple map of a fair to locate features using the 8 figure compass points

Year 5 have used coordinates in 2 different lessons, following 2 different sets of coordinates. The first lesson resulted in them ending up at Dragon Vine Towers, the second took them to the place where Gold could be found on the island. They learnt how to use 6 figure grid references and also used symbols and the corresponding key to identify what things they would pass.

When learning about the Blitz and evacuation, the children had to select a place in the countryside that was a 'reception area' for evacuees. When they had decided on their place, they created an evacuation label for themselves and then found their chosen place within an Atlas. They thought about why evacuees might have been sent here and looked at the cities nearby, where children may have been evacuated from.

KS2 - Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

Year 5 used their fieldwork skills to locate minibeasts in our school grounds. They looked under, around and in between natural objects to see what they could find. They learnt about where different minibeasts like to live through mapping their journey and finds on a school map.