Geography KS1 and KS2 “International and global opportunities in the new primary curriculum” 1

Prescriptive? 2 "The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum."

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Comments from the GA: Preparing for curriculum 2014 The Programmes of Study do not specify the detail teachers are expected to provide. The Programmes of Study should be thought of as a framework (on which teachers should aim to build), as opposed to a curriculum. The content does not amount to all that should be taught (teachers, therefore, have the freedom to identify local preferences, priorities and opportunities with which to extend the essential core). 4

Inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes. oads/attachment_data/file/239044/PRIMARY_nationa l_curriculum_-_Geography.pdf 5 Geography curriculum -purpose

Geography curriculum - aims Develop contextual knowledge of the location of globally significant places both terrestrial and marine including their defining physical and human characteristics 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 Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length 6

Content – KS1 Name and locate the world’s seven continents and five oceans Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non European country 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 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 7

Content KS2 Knowledge and understanding to include UK, Europe, North and South America - include the location and characteristics of a range of the world’s most significant human and physical features. 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 Understand geographical similarities and differences through the study of human and physical geography of a region of the UK, a region in a European country, and a region within North or South America Understand how some of these aspects have changed over time 8

Content 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) Describe and understand key aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle 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 9

10 Global themesGlobal skillsGlobal outlooks Conflict and peaceSelf-awarenessPositive sense of identity Sustainable livingConflict resolutionSense of interdependence Rights and responsibilitiesEmpathyDesire to make a difference Fairness and equalityCreative thinkingCommitment to justice Identity and belongingTaking actionCommitment to peace Critical thinkingCommitment to sustainability Collaborating Commitment to rights and responsibilities CommunicatingOpen to new ideas

Geography, SMSC and Ofsted Schools Linking Network Schools Linking Network pages 13/14 11

European resources Maps Bunting Leaflets European Commission London European Parliament London EU Bookshop 12

Erasmus + Raise awareness and understanding of other cultures and countries – leading to networks of international contacts and sense of European citizenship and identity 13

Resources Link to Global Learning Programme 14

‘Geographical glasses’ 15

‘Geographical glasses’ 1. Provide students with an outline of a pair of glasses. 2. In one lens, get students to draw or write the key features that they see outside the classroom window/within the school grounds. 3. In the other lens, get students to draw or write the activities that they can do outside the classroom window/within the school grounds. 4. Ask students if what they would see or do might vary at all, e.g. at different times of day, on different days, at different times of the year, etc. 16

‘Geographical glasses’: Year 1, Calton Infant/Primary School, Gloucester 17

Ideas from ‘Placing Places’ 18

‘Placing Places’ A global connection: ‘Build up a collection of globes of all different types, shapes and sizes: inflatable and solid, ancient and modern, from pencil-sharpeners to table-lamps. Do they all show the same places? What variations are there? Why? Which might be the most useful globes for finding out about places? Why?’ 19

‘Placing Places’ Sing a song of places: ‘Collect a variety of songs with places in their titles or lyrics, e.g. 24 hours from Tulsa; New York, New York; It’s a long way from Tipperary. Make a song map of the places mentioned in the songs from around the world.’ 20

‘Placing Places’ Global influence: ‘Select a country which is known for its manufacturing acuity and exports, such as the USA. Find out as much as possible about the variety of goods manufactured by that nation and which of its products are available in the UK. Think about the types of products and what impact their use has. Consider how that country has influenced other parts of the world. Look at how much it relies on its trade and how much other countries might rely on its products.’ 21

Country study: Brazil ool.org lspartnership.com/rio2res ources/ 22

GA: Global learning case studies for Key Stage 2 Case study one: Project Amazonas 23 Source:

Teaching about rainforests Rainforest Alliance learning Site: Curricula and resources to help students understand how rainforests are important to us all. The site is packed with information, opportunities for virtual rainforest visits, story books about people and communities who live there and a range of games, including one which helps pupils to track back where chocolate or bananas come from. Some of the material may be very useful for independent research too. 24

Teaching about rainforests 25 Source:

Resources linked to the 2014 FIFA World Cup in Brazil Action Aid: Key Stage 2 resources on Brazil: teaching-resources CAFOD: World Cup activities for young people: uth/Resource-pages/World-Cup-activities Literacy Trust: Love Football Love Reading orld_cup_

Geography Plus: Primary Teacher’s Toolkit Food for Thought ‘Food for Thought will help deepen pupils’ understanding of the geography of the food they consume from field to plate through investigations incorporating history and origin, seasonality, weather and climate, food miles, regional specialities, food processing, distribution inequalities and the future of food supply.’ 27 Source: p/shop_detail.asp?ID=744 p/shop_detail.asp?ID=744

Fairtrade Fortnight Check out Foncho’s resources in particular. 28

Healthy Eating Week – 2 nd -6 th June 2014 ‘Food – a fact of life’ website: A wealth of free resources about healthy eating, cooking, food and farming for children and young people from 3-16 years. The resources are progressive, stimulate learning and support the curriculum throughout the UK. Stories link to cross-curricular work, supported with lesson activities, videos, worksheets and IWB tasks. 29

Healthy Eating Week – 2 nd -6 th June Source:

Geography through story This guide makes use of high- quality picture, story and fiction books to stimulate, enliven and enrich geography at Key Stages 1 and 2. It demonstrates a wide range of practical classroom strategies for using fiction to develop pupils’ geographical thinking, knowledge and understanding, and extend their geographical skills. 31 Source:

‘Global learning’ through story 32