Tafkam

Key Expectations forunit:

Most Children:willunderstand how to use an Ordnance Survey map of the local area.They will be able to use a key, understand the use of scalemarkers, and be able to both give and interpret six-figure gridreferences. They will be able to identify and describe contourlines and will describe a given route. They will produce anOrdinance Survey-style map which demonstrates their understandingof symbols, use of colour, and understanding of contourlines.

More able:willbe able to use Ordnance Survey maps effectively, and recognise anduse keys, scales and contours. They will both give and interpretsix-figure grid references with OS letter markers. They willproduce an Ordnance Survey-style map, showing their understandingof symbols, contours and scale markers. They will interpret theirmap, including questions which demonstrate their understanding oftheir map

Less able:willuse Ordnance Survey maps to describe simple routes. They will usefour-figure grid references and will understand many symbols usedin a key. They will begin to understand the purpose of contourlines as representing varying topography. They will produce anOrdnance Survey-style map including a number of standard symbols torepresent features, and may be able briefly to describe aroute.

Time(hours)

Content

LearningObjectives

Children tolearn:

LearningObjectives

Activities

Resources

CurriculumReferences

ExpectedOutcomes

To follow aset route, describing features, directions and distances

Toreinforce acquired skills, e.g. key, scale, grid references &contours

Incl:Homework: children to work on geography project over nextweeks.

S:Brieflyrevise contours work from last week; review closer lines means,etc. Use examples given on Flipchart presentation, includingvolcano. (11).

M:Share copies of non-OS map (12). Ask children to identify whatwould need to be changed to make into an OS-style map (e.g. campsite, museum, station symbols, colour for roads, etc.) Showcompleted OS map on flipchart. Children to complete information onroute description sheet (starting at the school)

Introduceletter from Tour-de-France, explaining what is required for aBritish stage. Explain how these might be included in a map, alongwith other tasks required (e.g. directions, grid references,etc.)

Childrenbegin to plan, in draft, their cycle route.

P:Review progress so far; use suitable examples to demonstratesuccessful planning, and inclusion of features.

1:25000Ordnance Survey maps of the local area

From StaffResources

Preparedflipchart (11)

Non OS-stylemap (12)

Routedescription sheet (13)

Letter fromTour-de-France (14)

Prepared OSgrid template (15)

2c to useatlases and globes, and maps and plans at a range of scales,including Ordnance Survey 1:25000 and 1:50000 maps

Support:will havecompleted route description cloze procedure, and begun to designown map using given OS-grid template

Core:will havecompleted cloze procedure and will have begun to draft own map ofroute, incorporating some of the key features required

Extension: willhave completed close procedure and begun to have drafted own map,including all key features, and representing an appropriate scaleand reality.

Toreinforce acquired skills, e.g. key, scale, grid references &contours

S:Remind oftasks set, and ideas for successful completion; review inclusion ofcertain features, with reference to them in context, e.g. stationsbeing attached to railway lines, etc. (use Memory map to show thesefeatures)

M:Childrenworking to complete a designed route incorporating allfeatures

P:Discuss howthe route should be described, including need for an OS-style gridto make grid references, and to include an appropriatescale

1:25000Ordnance Survey maps of the local area

Colouringpencils

2e to drawmaps and plans at a range of scales, using symbols, keys and scalesand to select and use appropriate graphical techniques to presentevidence on maps and diagrams, including the use of ICT

Support:will havecompleted a broadly useable route, including the majority ofrequired features (except contours)

Core:will havecompleted a route incorporating most key features

Extension:will havecompleted a route incorporating all required features and willbegin to construct a grid-referencing system

Toreinforce acquired skills, e.g. route description, scale

S: UseOS maps to describe a route to partner, e.g. from school toLibrary, or similar. Consider what is passed, roads used, anddirection of turn (particular when travelling South). Link toprevious route description work. You can follow a childsdirections together using Memory Map

M:Individualsto complete drawn maps, adding grid for referencing.

All pupilsshould complete a key to accompany their map; most should alsocomplete a full description of their chosen route, noting therelevant features. Some pupils will incorporate an appropriatescale. Extension pupils may create questions (and answers), whichcan be answered from their map, e.g. What is at grid reference055477?

P:All workshould be compiled into a single file, with map, route & key at thefront, backed up by their earlier research, e.g. contour & routeplanning worksheets. Opportunity for self-assessment against unitcriteria.

1:25000Ordnance Survey maps of the local area

Unit criteria(16)

2e to drawmaps and plans at a range of scales, using symbols, keys and scalesand to select and use appropriate graphical techniques to presentevidence on maps and diagrams, including the use of ICT

Support:will havecompleted a broadly useable map, and accompanying key, showing mostfeatures. Should include a four-figure grid reference for thestarting point.

Core:will havecompleted a route & accompanying key, and a description which canbe seen to link to some of the features of the map, although theremay be some minor errors; will include at least one six-figure gridreference

Extension:will havecompleted a route, accompanying key, and a route description guidewhich reflects the majority of features accurately