Programme ofStudy

LearningObjective

Key Questions /Ideas

Key Activities /Experiences

Time

Organisation andResources

AssessmentOpportunities

Geography

1a)Askgeographical

questions;

1b)Collect andrecord

evidence;

1c)Analyse evidenceand

drawconclusions;

1d)Identify andexplain

different points ofview;

1e)Communicate indifferent

ways;

2a)Useappropriate

vocabulary;

2b)Use fieldwork skillsand

instruments;

2c)Use globes, atlases,maps

and plans at a range ofscales;

2d)Use secondarysources of

information inclgaerial

photos;

2e)Draw plans and mapsat a r range of scales;

2f)Use ICT to helpin

geographicalinvestigations;

2g)Develop decisionmaking

skills;

To investigate places; how Southam fits into wider geog.context; to use maps, atlas, globe. Make maps/ plans. Use Gridrefs. Use 2ndary sources

Identify human andphysical features; learn about main land uses in towns; use, makeand interpret maps; use 2ndary sources; collect evidence; usefieldwork skills; communicate and present findings; use ICT.

To investigate places;to

observe and askquestions with maps; understand link human / physical features;features of settlements.

Where is Southam?

Where is our school?

What is Southam like?

What are the main land uses in Southam?

Why is Southam as it is?

Locate on globe, atlas, map of UK, map ofregion, OS map, town map. ICT map

Demonstrate 4 fig grid refs. And OSsymbols. Chn locate different places/features on OS map. And thenon local map. Use aerial photo find school.

On local map find different locations,give grid ref (eg.4A), directions to location noting other featuresin sequence, plot on map.

Match photos of main human and physicalfeatures of Southam to a map, naming the feature. Use ict ifposs.

Chn to identify main land use of school onplan of school. Discuss -how can it be recorded? Mark and devisekey.

(prep-and rev- for land use ofSoutham).

Use aerial photos identify main land usesand features in Southam. Mark on plan main boundaries andfeatures.

Discuss main land use types in towns etc,devise key. Walk around Southam in grps, identify (photograph?)main land uses in an area, record on plan. In class collate andrecord on plan of Southam. ?Record on database, graphs, pie charts?Discuss findings and relate to previous findings.

Discuss and make a class list of the needsof early settlers. Discuss placenames as clues for origin ofsettlements and origins of placenames (NLS suffixing). Look at OSmap, find names that show evidence of early settlement, part ofname giving clue.(ict)

Globe, Atlases, Map ofUK, County maps, OS maps, Maps of Southam.

ICT multimap or sim

Aerial photos, gridded maps of Southam

Photos of features of Southam, Maps ofSoutham(prev used)

ICT

Plans of school and grounds, clipboards,

Adults

Aerial photos, Maps of Southam

ADULTS, Camera(s), Maps of Southam, clipboards,Enlarged map of Southam for display,

Computer, NumberBox/orother spreadsheet/data/graphing software

P/c of placenames and meanings ofsuffixes

OSmaps

ict

Skills of location;

Use of symbols;

How Southam fits into wider context;

Use of 2ndary sources;

Read a map

Identify main human/

physical features

Enquiry/fieldwork skills

Devise keys

Communicate and present findings

Use 2ndary sources

Ditto

Use of ICT to present findings

Knowledge and understanding of origin ofsettlements

Extract information from maps

Programme ofStudy

LearningObjective

Key Questions /Ideas

Key Activities /Experiences

Time

Organisation andResources

AssessmentOpportunities

3a)Identify anddescribe what

places are reallylike;

3b)To locate placesand

environments;

3c)To describe whereplaces

are;

3e)To identify why andhow

places change and howthey

may change in thefuture;

3g)to recognise howplaces fit

within a wider geogcontext.

4a)Recognise and explainpatterns made by physical and human features in theenvironment;

5a)Recognise how people can improve theenvironment, how decisions about places and environments affect thefuture;

Analyse evidence andcommunicate findings; develop understanding that a settlement havespecific features and are located in response to human choice/physical features; making maps.

Understand how a placeis changing / has changed; use a range of sources.

Fieldwork skillscollect and record evidence; decision making exercise; changes inthe environment; look at an issue arising from how land isused.

How and why Southam haschanged?

How can we find out?

Is the Bypass effective?

What are the advantages/ disadvantages ofthe Bypass?

Use old/new maps to identify and discuss whypeople settled in Southam. Write an advert promoting the site andsituation , including reasons why it is suitable forsettlement. (NLS Y4Adverts). (ict)

Devise own village based on blank map except fora river, use names to identify areas, OS symbols to representfeatures, include housing, PO, church, PH, telephone, pond,school, Use ICT if poss.

Use old maps/photos to find out and discuss howland use in Southam has changed. Chn to find 5 changes to add to aclass Interesting facts about Southam.

Use ict if poss.

Conduct traffic survey of Bypass and HighStreet. Use tally charts, datafiles, graphs to compare data. (ICTfor some grps). Draw conclusions and write short report to answerquestion.

Draw up questionnaire and conduct survey ofopinions on local people on Bypass. (Shopkeepers, children, olderpeople, businesses, other adults).

Look at route of Bypass. Why was this routechosen? Look at other routes that could have been chosen or otheralternatives? Discuss these points and using survey findingsdiscuss if Bypass has been the best idea/use of land.

Old maps and photos ofSoutham

Current ditto

A4paper

ICT

A3paper

OSsymbols

ICT scan/photo/ softteach software?

Old maps and photos of Southam

Paper to record changes

ICT

ADULTS

Clipboards

Computer

NumberBox or other Data handling software

Paper for agreed questionnaire

Maps of Southam

OSmaps

K&U of origin ofsettlements

Make a map to show patterns of settlementinfluenced by physical features and choice

Can chn extrct information from a range of mapsand photos to make comparisons?

Choose and record relevant data.

Draw conclusions.

Carry out survey to find different points ofview

Discuss an issue using a range ofevidence

Make an informed decision

Programme ofStudy

LearningObjective

Key Questions /Ideas

Key Activities /Experiences

Time

Organisation andResources

AssessmentOpportunities

5b)Recognise how and why people may seek tomanage environments sustainably and to identify opportunities fortheir own involvement.

Enable chn to assessand record environmental change; increase awareness of how featuresin the area affect the environment; increase awareness of proposedchanges in the locality; how and why people respond to changes;making informed decisions; how an area could be improved.

Use of geographicalvocabulary.

What is it like to livein Southam?

How can we improve an area?

Are the proposed changes the best?

How would we describe this? What is it?

What jobs do people do in the local area?

Choose a recent issue arising in Southamregarding a change in land use or choose an area of Southam thatcould be improved. Visit the area concerned. Carry outenvironmental audit, focusing on information from senses. Sketch.Discuss ideas for change/improvement. Who would be affected? Writea piece of persuasive writing outlining plans for area/ for oragainst proposals for change of use. (NLS Y4 persuasivewriting).

Throughout topic chn will be introduced to newvocabulary relevant to context.

Investigate what jobs people do in the area, howfar they travel. Prepare questionnaire, input into database,produce graph (ict and hand). Identify on map where people work andplot (ict with dtp?). question data what is furthest distancetravelled? What is the most common place people work?

ADULTS

Clipboards

Paper

Camers(s)

Ict- w/p, database, data handling/graph, maps,dtp

Maps,

Make careful observationsto make an audit.

Use findings to write a persuasive piece ofwriting

Dochn understand the types of work people do and that some peoplehave to travel to work?

Use a database and graphing?