GEOGRAPHY

GEOGRAPHY

Key Vocabulary Atlas Habitat Reference Biome Hemisphere Rural Climate Human Scale Congestion Import Source Continent Indigenous Symbol Country Map Temperature Culture Migrate Terrain Diversity Ocean Topography Ecosystem Physical Tourism Equator Pollution Urban Export Population Vegetation Global Recycle Weather • Bold statements indicate Greater Depth

Threshold Concept: GEOGRAPHY Investigate Places FOUNDATION STAGE 1 Investigate Patterns • Use senses to observe/describe a familiar place using simple key vocabulary, e.g. beach, sea, rocks. • Name the different places within the familiar environment, e.g. town, street, school, church etc. Communicate • Begin to notice and discuss similarities and differences within their familiar environment. Geographically • Know they live in Cyprus, and have a developing understanding of where they live, and where they fit into the world. • Know the different forms of weather, e.g. sunshine, rain, thunder etc. • Know how to look after their immediate environment and why. • Know that some of their family live in different places. • Know what a simple map is and that a symbol represents something, e.g. X marks the treasure. • Use simple prepositional and positional language. Threshold Concept: FOUNDATION STAGE 2 Investigate Places • Name the different places within the environment in which they live. Investigate Patterns • Name the seasons and identify and compare seasonal change and weather patterns. • Know that Cyprus is an island. Communicate • Name key features of Cyprus, e.g. Troodos mountains, Limassol Marina. Geographically • Know their home address in Cyprus. • Know that their family may have come from a different place. • With increased geographical vocabulary observe/describe a place and discuss similarities and differences. • Know how to look after the environment. • Be able to compare their environment with another environment. • Know that they live in Cyprus and observe, identify and compare similarities and differences within Cyprus and other environments, e.g. UK. • Follow a simple map with symbols – draw their own simple maps. • Confidently use prepositional and positional language. 1

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 1 – YEAR 1 Investigate Patterns Mapping the World Communicate Geographically • Use world maps, atlases and globes to identify the United Kingdom. • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. • • Use compass directions (north, south, east and west) and locational language. • Know what a globe, map, atlas and satellite image is. • Compare and contrast a map of Earth with a satellite image. • Recommend the best technique to track the course of a hurricane. • True or false – maps are more detailed than globes? • Do you agree – satellite images are not very useful for giving day-to-day direction from one place to another? • Make links between topical vocabulary. Threshold Concept: Continents and Oceans Investigate Places • Name and locate the world’s continents and oceans and locate on a map. Investigate Patterns • Know the closest seas to the United Kingdom. • Investigate the Mariana Trench. Communicate • Investigate atolls. Geographically • Investigate some issues with drift net fishing. • Understand how the Arctic polar ice cap is melting, which is a risk to animal life and is also causing changes in weather around the world. • Name and locate some popular tourist destinations in the Pacific Ocean. • Know what sort of pollution is harming marine species in the Pacific Ocean. • Know what the word ‘trade’ means. • Use basic geographical vocabulary to refer to key physical features. • Make links between topical vocabulary. 2

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 1 – YEAR 1 Investigate Patterns Local Maps – Comparing with London Communicate Geographically • Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area. • Use simple fieldwork and observational skills to study the geography of the school. • Use aerial images and plan perspectives to recognise landmarks and basic physical features. • Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. • Name some famous landmarks in London. • Describe the population of London. • Describe two ways in which London is diverse. • Do you agree – London can easily be flooded because it is so flat? • Understand geographical similarities and differences through studying the human and physical geography of London and compare with the local area. • Identify land use around the school. • Always, sometimes, never – new buildings in London are skyscrapers? • Use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office and shop. • Devise a simple map and use and construct basic symbols in a key. Use simple grid references (A1, B1). • Make links between topical vocabulary. Threshold Concept: Galapagos – Weather and Extreme Weather Investigate Places Investigate Patterns • Ask and answer geographical questions (What is this place like? What or who will I see in this place? What do people do in this place?) Communicate Geographically • Identify seasonal and daily weather patterns in the Galapagos islands and compare to the UK. • Compare and contrast different types of extreme weather. • Always, sometimes, never – it is hot in summer and cold in winter? • Do you agree – drought is less damage than a flood? • Use common weather symbols. • Know which mapping technique is best for weather forecasting: globes, satellite images or weather symbols? • Make links between topical vocabulary. 3

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 1 – YEAR 2 Investigate Patterns Tropical Rainforests – Climates Communicate • Know the countries in which the top five largest rainforests are located. Geographically • Define the words ‘climate’ and ‘weather’. • Describe the features of equatorial climates. • Know the layers of the rainforest zone and describe what lives at each level. • Compare and contrast the locations of polar, equatorial and desert climates. • Summarise the differences between weather and climate. • Investigate why numbers of plants and animals thrive in equatorial climates. • Understand geographical similarities and differences through studying the human and physical geography of the UK and a rainforest. • Know how deforestation is a major problem for the World’s climate. • Know the diversity of the rainforests and describe the animals and their habitats. • Use geographical vocabulary to refer to the rainforest and its climate. • Make links between topical vocabulary. Threshold Concept: Erosion and Deposition – Cyprus Coast Management Investigate Places Investigate Patterns • Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area. Communicate Geographically • Define: coast, erosion and deposition. • Know what causes erosion at coasts. • Describe the physical processes that create: caves, bays, headlands, arches, stacks, cliffs and beaches. • Draw and label sea defences (seawall, rock armour, groynes). • Demonstrate how waves erode coasts. • Compare and contrast erosion and deposition in coasts and rivers. • Investigate arches and stacks. • Make generalisations about the rates of erosion and the types of rocks that coastlines are made from. • Use basic geographical vocabulary to refer to erosion and deposition. • Make links between topical vocabulary. 4

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 1 – YEAR 2 Investigate Patterns Australia – Aboriginal People Communicate • Locate and label the sacred Aboriginal area near Uluru (Ayers Rock). Geographically • Locate and label Arnhem Land. • Locate and label the Aboriginal villages near Uluru. • Always, sometimes, never – Aboriginal people live in villages? • Investigate water sources for Aboriginal villages in the outback. • Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting non-European country. • Know what percentage of Australia’s people are Aboriginal. • Define key vocabulary: ancestors, indigenous, sacred etc. • Use basic geographical vocabulary to refer to key physical and human features. • Make links between topical vocabulary. Threshold Concept: Australia – Animals and The Great Barrier Reef Investigate Places Investigate Patterns • Know what the Great Barrier Reef is. • Locate and label the main cities in Australia. Communicate Geographically • Know what a monotreme is. • Know what a marsupial is. • Know what nocturnal means. • Compare and contrast some Australian wildlife with wildlife in Cyprus. • Know how humans can help to stop the pollution. • Know what sort of pollution is killing coral reefs. • How can humans help to stop the pollution? • Summarise how human activity is affecting the health of the Great Barrier Reef. • Investigate the diversity of marine mammals found near the Great Barrier Reef. • Investigate which species in the Great Barrier Reef are the most affected by human activity. • Use compass directions (north, south, east and west) and locational language, e.g. near and far, to describe the location of features and routes on a map. • Make links between topical vocabulary. 5

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 2 – YEAR 3 Investigate Patterns Describing Maps of the World – Europe Communicate • Use maps, atlases, globes and digital/computer mapping to locate countries and Geographically describe features. • Ask and answer geographical questions about the physical and human characteristics of a location. • Know how many countries there are in Europe. • Locate and label the countries of Europe. • Investigate some of the cultural differences between two European countries. • Understand latitude and longitude as a system of lines used to describe location. • Locate and label the equator and the tropics. • Describe the climate in the topics. • Label the western and eastern hemisphere. • Use geographical vocabulary to refer to maps of Europe and the World. • Make links between topical vocabulary. Threshold Concept: European Mountains and Landscapes Investigate Places • Locate and label mountain ranges. Investigate Patterns • Know the highest European mountain and know what range it is part of. • Compare and contrast the locations of the Ural Mountains and the Scottish Highlands. Communicate • True or False – the longest mountain range in Europe also has the highest peak? Geographically • Define the term ‘landform’. • Describe the physical process of plate tectonics. • Use the official UK definition of the height of a mountain. • Name some examples of block mountains and know the physical process that creates them. • Make generalisations about the influences of physical processes on landforms. • Use geographical vocabulary to refer to European Mountains and Landscapes. • Make links between topical vocabulary. 6

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 2 – YEAR 3 Investigate Patterns Imaginary Island – Transportation and Food Communicate Geographically • Understand the term ‘food miles’. • Locate on a map and the label the food miles for a range of foods imported into the UK and Cyprus. • Define the term ‘food security’. • Locate on a map and label areas where the food security risk is high. • Know what ‘international transportation’ means. • Define the terms ‘destination’, ‘import’ and ‘export’. • Know the main reasons for international transportation. • Know what a canal is and locate and label famous canals. • Locate and label the world’s largest ports. • Know the advantages and disadvantages of different forms of travel for transportation of goods (air, sea freight, passenger ships, rail, roads etc.) • Know what the most traded foods and beverages are globally. • Compile information about international sea freight from the UK or Cyprus. • Investigate the seafood trade and draw conclusions about some reasons why some foods are more traded than others. • Relate the import and export of food across the world using knowledge of international trade. • Use geographical vocabulary to refer to transportation and food. • Make links between topical vocabulary. Threshold Concept: Living in the Freezer – Climate Change / Ice Biome Investigate Places Investigate Patterns • Identify the Arctic and Antarctic circles on a map and describe key features. Communicate • Describe the physical processes of climate change. Geographically • Describe some of the predicted effects of climate change. • Describe the main causes of climate change. • Describe the effects on and animals of climate change. • Describe attempts to manage the effects of climate change. • Investigate geographical areas where climate change is having a noticeably effect. • Relate knowledge of the human processes affecting climate change to knowledge of travel and trade. • Describe geographical similarities and differences between countries. • Make links between topical vocabulary. 7

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 2 – YEAR 4 Investigate Patterns Volcanoes and Earthquakes – Plate Tectonics / The Pacific Ring of Fire Communicate • Label and describe the Earth’s core, outer core, mantle and crust. Geographically • Describe what tectonic plates are and explain the physical features of a volcano. • Know the similarities and differences in the physical features of a volcano and mountain. • Locate and label on a map the Pacific Ring of Fire. • Explain the differences between active, dormant and extinct volcanoes. • Explain why 90% of the world’s volcanoes happen around the Pacific Ring of Fire. • Investigate the location of some of the Pacific Ring of Fire’s most explosive volcanoes. • Relate knowledge of plate tectonics to understanding of rocks and fossils. • Investigate how the World’s continents have changed in appearance since its creation. • Know what happens when plate tectonics move. • Describe the three ways in which tectonic plates move and what happens as a result. • Explain the tectonic process that would lead to an earthquake. • Explain the difference between magma and lava. • Know what the word ‘subduction’ means. • Make generalisations about the relationship between physical processes and physical features. • Know the similarities and differences between the physical processes that create earthquakes and those that create volcanoes. • True or false – a collision between plates is required for an earthquake to occur? • Use geographical vocabulary to refer to volcanoes and earthquakes. • Make links between topical vocabulary. Threshold Concept: Volcanoes and Earthquakes – Impact Investigate Places • Locate and label on a map, areas that have examples of the lowest and highest intensity volcanoes. Investigate Patterns • Locate and label on a map the area affected by: Communicate - the 2004 Boxing Day tsunami Geographically - the 1906 San Francisco earthquake - the 79 CE eruption of Vesuvius. • Investigate the extent of the area affected by the 2004 Boxing Day tsunami. • Know what the word ‘magnitude’ means. • Describe the scale for measuring the magnitude of earthquakes. • Describe the scale for measuring the intensity of volcanoes. • Know what a tsunami is. • Investigate the consequences of the eruption of Mount Vesuvius in 79 CE. • Use geographical vocabulary to refer to the impact of volcanoes and earthquakes. • Make links between topical vocabulary. 8

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 2 – YEAR 4 Investigate Patterns International Trade – Cyprus and Tourism Communicate Geographically • Select and compile information about some of the most iconic historical tourist attractions in Cyprus. • Know the benefits and possible issues with tourism in Cyprus. • Locate and map some of the most visited tourist attractions in Cyprus. • Explain why people travel from one country to another for tourism. • Explain what is meant by cultural attractions. • Explain some of the historical attractions in Cyprus. • Relate and compile information about some of the most iconic historical tourist attractions. • Summarise a local environmental issue, its possible causes, and solutions. • Clarify types of tourism and explain why diversity in tourism attractions is useful. • Relate knowledge of international tourism to knowledge of international travel. • Use the eight points of a compass to describe location and give direction. • Define the wordS ‘tourism’ and ‘international tourism’. • Graph information about tourism in Cyprus. • Use geographical vocabulary to refer to trade and tourism in Cyprus. • Make links between topical vocabulary. Threshold Concept: Transportation – National (UK) / OS Maps and Symbols Investigate Places Investigate Patterns • Communicate • List some reasons why people might travel within the United Kingdom. Geographically • List, in order, the most frequently used forms of transport in the UK. • List some of the advantages and disadvantages of each form of travel. • Know what a transport network is. • Explain why canals are not used as much as they were in the past to transport goods. • Always, sometimes or never – the faster the travel, the more pollution it produces? • Do you agree – motorways are the best way to travel between cities? • Identify and use ‘Ordnance Survey’ symbols on a map of the UK. • Graph statistics about national transport in the UK. • Suggest the best scale of a map to look at in order to plan various routes in the UK. • Make links between topical vocabulary. 9

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 3 – YEAR 5 Investigate Patterns Landscapes – Rivers Communicate Geographically • Identify rivers on a map of Cyprus (Kritou Terra). • Know what a water course is and describe what happens to water in a river. • Know the name of a smaller river that flows into a larger river. • Know what is the name for the beginning and end of a river is. • Draw and label a river’s channel, bed and banks and draws a cross section of a river. • Draw and label a meander. • Know what a delta, estuary and subterranean river is. • Locate and name some of the longest rivers in the world. • Investigate the physical features of a European river estuary. • Explain why bridges are situated where they are. • Do you agree – bridges are sometimes more than just a functional construction? • Compare rivers in Cyprus to other rivers in Europe. • Use geographical vocabulary to refer to rivers. • Make links between topical vocabulary. Threshold Concept: The Water Cycle Investigate Places Investigate Patterns • Communicate • Know where the water cycle takes place. Geographically • Illustrate and describe the five steps of the water cycle. • Know what the term ‘a continuous cycle’ means. • Draw and label the different types of cloud in their correct positions in the atmosphere. • Describe the nature of the different types of cloud. • Know what the prefix ‘nimbo’ and the suffix ‘nimbus’ mean. • Explain how meteorologists use clouds to forecast the weather. • Compare and contrast the physical process of the water cycle with any other two physical geographical processes known. • Relate knowledge of the water cycle to knowledge of the formation of rivers. • Investigate meteorological models used in forecasting weather. • Investigate the likelihood of a cumulonimbus cloud forming in Central Africa. • Use geographical vocabulary to refer to the water cycle. • Make links between topical vocabulary. 10

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 3 – YEAR 5 Investigate Patterns Using Maps – 4-Figure Grid References Communicate • Geographically • • On a map of Europe, locate and label the key, lines of longitude and latitude and the scale, and describe the purpose of each of these features. • Apply knowledge of map features to own maps of places being studied. • Use four-figure grid references. • Apply knowledge of four-figure grid references to name and locate places on urban and rural maps. • Investigate how different scales of maps of the same place give the user differing levels of detail. Draw some conclusions. • Recommend a route through a rural area, using four-figure grid references. Threshold Concept: United Kingdom – Population / Mountains Investigate Places • Describe the geographical location of the United Kingdom and locate on a map. Investigate Patterns • Identify and mark on a map the counties within each country within the United Kingdom. Communicate • Locate and mark on a map the key mountain ranges of the UK. Geographically • Locate and name the lakes within England’s Lake District and identify Scotland’s biggest Loch. • Describe how the canal system was used to transport goods. • Compare and organise information about the countries within the United Kingdom. • Collate information about physical processes affecting animals, e.g. overfishing in the North Sea, removal of forests for housing etc. • Know what the approximate population of the UK is. • Know what the term “median age” means, and what the median age is in the UK. • Define the term ‘population density’ and relate this to the major cities in the UK. • Describe some of the challenges cities are facing as areas become more densely populated, e.g. immigration, unemployment, school class sizes. • Make generalisations about the population of an area based on knowledge of physical features, e.g. Outer Hebrides. • Explore a range of maps with different scales, and topographic features, to show the location of early settlements and explain why they were formed in these places. • Define the words “indigenous”, “colony” and “invaders”. • Describe the diversity of the origins of the population of the UK, e.g. Romans, Vikings. • Define the term “sparsely populated” and give some examples, e.g. Shetland, Dartmoor. • Propose reasons why the rivers in the UK have more major cities than other locations. • Relate knowledge of the indigenous languages that have survived (Gaelic, Welsh) in the UK to other areas where other languages exist, e.g. town names. • Use geographical vocabulary to refer to the UK in relation to location, population and mountains. • Describe the nature of a topographic map and explain why it is useful. • Make links between topical vocabulary 11

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 3 – YEAR 6 Investigate Patterns Mapping Skills – 6-Figure Grid References / Change over Time (Victorians) Communicate Geographically • Identify areas on a world map that were ruled by Britain during the Victorian period. • Use a range of maps to show how Victorian London changed throughout the period and explain why it changed. • Use six-figure grid references. • Know when to use a four-figure or six-figure grid reference. • Apply knowledge of six-figure grid references to name and locate places on urban and rural maps. • Recommend a route through a rural area, using six-figure grid references. Threshold Concept: Physical Features of Cyprus / Marine Biome Investigate Places • Know what a biome is and name the main biomes. Investigate Patterns • Define the word ‘climate’ and know what a climate zone is? • Describe the difference between a terrestrial and aquatic biome. Communicate • Know that the marine biome is the biggest biome in the world. Geographically • Know how the ocean is divided into three vertical zones based on depth and light level. • Describe how human processes affect marine biomes. • Relate knowledge of biomes to knowledge of human processes. Draw conclusions as to why humans behave as they do in response to the conditions within a marine biome. • Use geographical vocabulary to refer to marine biomes. • Make links between topical vocabulary. Threshold Concept: Biomes and Climate Zones – Desert / Tundra Investigate Places Investigate Patterns • Identify deserts and tundra on a range of maps. Communicate • Describe how human processes affect desert and tundra biomes. Geographically • Know the four major types of desert (hot and dry, semi-arid, coastal and cold). • Know how plants and animals have adapted to survive the climate. • Know basic statistics related to the Sahara Desert (size, temperatures, rainfall etc.) • Know basic statistics related to the Tundra (size, temperatures, rainfall etc.) • Know what a permafrost is and explain why few species live in a tundra. • Know the impact that oil spills and construction have on tundra ecosystems. • Understand and explain why some animals hibernate or migrate during the winter. • Relate knowledge of biomes to knowledge of human processes. Draw conclusions as to why humans behave as they do in response to the conditions within a desert/tundra biome. • Use geographical vocabulary to refer to desert and tundra biomes. • Make links between topical vocabulary. 12

Threshold Concept: GEOGRAPHY Investigate Places MILESTONE 3 – YEAR 6 Investigate Patterns Biomes and Climate Zones – Taiga / Savannah Communicate • Identify the Taiga and Savannah and tundra on a range of maps. Geographically • Investigate two areas in two biomes of your choice, selecting relevant information about their physical features. • Compare and contrast the geographical locations of the different biomes. • Relate knowledge of biomes to knowledge of human processes. Draw conclusions as to why humans behave as they do in response to the conditions within a Taiga/Savannah biome. • Know basic statistics related to the Taiga and Savannah (size, temperatures, rainfall etc.) • Describe how human processes affect Taiga and Savannah biomes. • Know what is causing the taiga forests to become endangered and why recovery of the forests is so slow. • Explain how the few animal species in the Taiga adapt to their environment. • Compare temperatures in the Taiga and Savannah. • Explain why the Savannah is not suitable for farming. • Know why there are many herbivores in the Savannah and how they adapt to their environment. • Relate knowledge of biomes to knowledge of human processes. Draw conclusions as to why humans behave as they do in response to the conditions within the Taiga or Savannah biome. • Use geographical vocabulary to refer to the Taiga and Savannah. • Make links between topical vocabulary.

Geography Curriculum | 2020/21