About the units
There are 21 units in the scheme. Each unit is designed to extend over a term or less except for Units
5,
16 and
18 which are designed to be used over an entire key stage.
Each unit is set out in the same way.
Suggested timing and references to programmes of study
The units are of varying length. Examples are provided of 'long' (approximately 12-20 hours), 'medium' (approximately 8-11 hours) and 'short' (approximately 4-7 hours) units. In Units
1,
6,
8,
14 and
15, it is shown how the unit could be shortened if a school wishes to spend less time on it. There are also three 'continuous' units (units
5,
16 and
18), which are designed to be developed throughout a key stage in small, cumulative, 'incidental' amounts.
The tables below show how each relates to the programme of study for
key stages 1 and
2.
Coverage of the key stage 1 programme of study
| Gg |
Programme of
study requirement
|
Relevant
units |
Units
with area for possible development |
| 1a |
ask geographical
questions |
1,
2,
3,
4,
5,
22 |
17,
25 |
| 1b |
observe
and record |
1,
2,
22,
24,
25 |
|
| 1c |
express
own views |
1,
2,
3,
22 |
4,
24 |
| 1d |
communicate
in different ways |
1,
2,
3,
4,
5,
17,
22,
24,
25 |
|
| 2a |
use geographical
vocabulary |
1,
2,
3,
4,
5,
22,
24 |
|
| 2b |
fieldwork
skills |
1,
2,
4,
17,
25 |
|
| 2c |
use globes,
maps and plans |
1,
3,
4,
5,
17,
22,
24,
25 |
|
| 2d |
use secondary
sources |
1,
2,
3,
4,
5,
17,
22,
24 |
|
| 2e |
make maps
and plans |
1,
2,
3,
17,
24,
25 |
|
| 3a |
describe
what places are like |
1,
2,
3,
4,
5,
22,
24,
25 |
|
| 3b |
describe
where places are |
1,
4,
5,
22,
24 |
|
| 3c |
explain
places |
4,
22 |
1,
3 |
| 3d |
compare
places |
1,
2,
3,
4,
17,
22,
24 |
|
| 3e |
linkage
of places |
4,
22,
24 |
3 |
| 4a |
observe
features |
1,
2,
3,
4,
5,
22,
24,
25 |
|
| 4b |
recognise changes
in features
|
1,
2,
4,
22 |
|
| 5a |
recognise
environmental change |
1,
2,
3,
4,
22 |
|
| 5b |
recognise
environmental improvement |
2,
17,
22 |
|
| 6a |
investigate
the school locality |
1,
2,
22,
24,
25 |
|
| 6b |
investigate a locality
in the UK or overseas
|
2,
3,
4,
17 |
|
| 7a |
study
at a local scale |
1,
2,
3,
4,
22,
24,
25 |
|
| 7b |
fieldwork
investigations |
1,
2,
17,
24,
25 |
|
Coverage of the key stage 2 programme of study
| Gg |
Programme of
study requirement
|
Relevant
units* |
Units
with area for possible development |
| 1a |
ask geographical
questions |
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
18,
20,
21,
23,
25 |
|
| 1b |
collect
and record evidence |
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
18,
19,
20,
21,
23,
24,
25 |
|
| 1c |
analyse
evidence and draw conclusions |
6,
7,
8,
10,
11,
12,
13,
14,
15,
16,
18,
19,
20,
23,
24,
25 |
|
| 1d |
understand
different points of view |
15,
23 |
6,
8,
11,
12,
16,
18,
19,
20,
21
|
| 1e |
communicate
in different ways |
9,
12,
14,
15,
18,
19,
21,
23,
24,
25 |
6
|
| 2a |
use geographical
vocabulary |
7,
9,
10,
11,
12,
13,
14,
15,
18,
20,
21,
23,
24,
25 |
|
| 2b |
use fieldwork techniques
and instruments
|
6,
8,
11,
12,
13,
14,
16,
20,
21,
23,
25 |
|
| 2c |
use atlases,
globes, maps and plans |
6,
7,
9,
10,
13,
14,
15,
16,
18,
19,
20,
21,
23,
24,
25 |
|
| 2d |
use secondary
sources of information |
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
18,
19,
20,
21,
23,
24 |
|
| 2e |
draw plans
and maps |
6,
8,
9,
10,
11,
12,
13,
14,
15,
16,
18,
19,
20,
21,
23,
24,
25 |
|
| 2f |
use ICT
|
6,
7,
8,
10,
11,
12,
14,
15,
16,
18,
19,
21,
23,
24,
25 |
|
| 2g |
decision-making
|
23 |
8,
11,
12,
15,
16,
18,
19,
20 |
| 3a |
identify
and describe places |
6,
9,
10,
11,
12,
13,
14,
15,
16,
18,
21,
24,
25 |
|
| 3b |
locate
places and environments |
7,
9,
10,
12,
13,
14,
15,
16,
18,
21,
23,
24 |
|
| 3c |
describe
where places are |
24 |
|
| 3d |
explain
why places are like they are |
8,
10,
13,
15,
16,
20,
21 |
|
| 3e |
investigate
change in places |
8,
12,
13,
16,
18,
20,
21,
23, |
6
|
| 3f |
compare
places |
7,
10,
13,
15,
16,
18,
23,
24 |
20 |
| 3g |
wider
contexts and interdependence |
6,
9,
10,
13,
14,
16,
18,
19,
20,
23,
24 |
|
| 4a |
recognise
and explain patterns |
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
18,
19,
20,
21,
23,
24,
25 |
16 |
| 4b |
recognise
physical and human processes |
8,
11,
13,
14,
16,
18,
23 |
10,
12,
15,
19,
21 |
| 5a |
people,
environments and the future |
6,
8,
11,
12,
13,
14,
15,
16,
20,
21,
23 |
9,
10 |
| 5b |
managing
environments sustainably |
6,
8,
11,
12,
16,
20,
23 |
21 |
| 6a |
investigate
a UK locality |
6,
8,
9,
13,
14,
15,
16,
18,
19,
20,
21,
23,
24 |
|
| 6b |
investigate
a contrasting locality overseas |
7,
10,
15,
16,
18 |
|
| 7a |
investigate water
and its effects on landscapes and people
|
11,
14,
19,
23 |
|
| 7b |
investigate
settlements |
6,
9,
10,
11,
12,
13,
15,
19,
20,
21,
25 |
|
| 7c |
investigate
an environmental issue |
8,
11,
12,
15,
18,
20,
21,
23,
25 |
|
| 8a |
local
scale |
6,
7,
8,
9,
10,
11,
12,
13,
14,
15,
16,
18,
19,
20,
21,
23,
24,
25 |
|
| |
regional
scale |
6,
7,
9,
11,
14,
15,
16,
18,
23 |
|
| |
national
scale |
7,
11,
16,
18 |
14
|
| 8b |
range
of places - UK |
6,
7,
8,
9,
11,
12,
13,
14,
15,
16,
18,
19,
20,
21,
23,
24,
25 |
|
| |
range
of places - EU |
7,
15,
16,
18,
23,
24 |
14
|
| |
range
of places - rest of the world |
7,
10,
11,
15,
16,
18,
23,
24 |
14
|
| 8c |
fieldwork investigations |
6,
8,
11,
12,
13,
14,
16,
20,
21,
23,
25 |
|
*Unit 7 is based on the 'weather' theme in the 1995 National Curriculum for
geography. It is no longer part of the statutory programme of study
Example long-term plan 1: general plan
This is an example of a long-term plan that uses 16 of the units in the scheme.
Key stage 1
|
Year 1
|
Unit 1 Around our school - the local area [L]
Unit 2 How can we make our local area safer? [S]
|
|
Year 2
|
Unit 3 An island home [S]
Unit 4 Going to the seaside [M]
|
Plus a 'continuous' unit to be taught at intervals throughout the key stage.
|
Unit 5 Where in the world is Barnaby Bear?
|
Key stage 2
|
Year 3
|
Unit 6 Investigating our local area [L]
Unit 7 Weather around the world [M]
|
|
Year 4
|
Unit 8 Improving the environment [L]
Unit 9 Village settlers [S]
Unit 10 A village in India [L]
|
|
Year 5
|
Unit 11 Water [L]
Unit 12 Should the high street be closed to traffic? [M]
Unit 13 A contrasting UK locality - Llandudno [L]
|
|
Year 6
|
Unit 14 Investigating rivers [L]
Unit 15 The mountain environment [L]
|
Plus a 'continuous' unit to be taught at intervals throughout the key stage.
[L] - Long units (approx 12-20 hrs)
[M] - Medium units (approx 8-11 hrs)
[S] - Short units (approx 4-7 hrs)
It is unlikely that the plan fully meets the needs of any individual school; schools may need to adopt or adapt individual units or combinations from it, customised to their own circumstances.
Example long-term plan 2: emphasising environmental understanding
This school has selected units from the scheme of work to:
- emphasise education for environmental understanding and sustainable development;
- stress geography's contribution to numeracy;
- make the most of the school's location in a coastal area.
The plan meets the requirements for key stages 1 and 2 set out in the programmes
of study.
Key stage 1
| Year
1 |
- Unit 1: Around our school (L)
- Unit 2: How can we make
our local area safer? (S)
- Unit 25: Geography and numbers (C)
|
| Year
2 |
- Unit 4: Going to the seaside (M)
- Unit 17: Global eye (M)
- Unit 25: Geography and numbers (C)
|
Key stage 2
| Year
3 |
- Unit 7: Weather around the world (M)
- Unit 21: How can
we improve the area we see from our window (L)
- Unit 25: Geography and
numbers (C)
- Unit 16: What's in the news?(C)
|
| Year
4 |
- Unit 9: Village settlers (S)
- Unit10: A village in India
(L)
- Unit 25: Geography and numbers (C)
- Unit 16: What's in the
news? (C)
|
| Year
5 |
- Unit 23: Investigating coasts (L)
- Unit 13: A contrasting
UK locality (L)
- Unit 25: Geography and numbers (C)
- Unit 16: What's in the news? (C)
|
| Year
6 |
- Unit 20: Local traffic - an environmental issue (L)
- Unit 15: A mountain environment (L)
- Unit 25: Geography and numbers (C)
- Unit 16: What's in the news? (C)
|
Example long-term plan 3: emphasising links with science
This school has selected units from the scheme of work to:
- emphasise links with science where possible. The school has developed units
that combine geography and science;
- stress the development of locational knowledge throughout key stages 1 and
2.
The plan meets the requirements for key stages 1 and 2 set out in the programmes
of study.
Key stage 1
| Year
1 |
- Unit 1: Around our school: the local area
- Unit 2:
How can we make our local area safer? (Adapted version S)
- Unit 3: An
island home (S)
- Unit 5: Where in the world is Barnaby Bear? (C)
|
| Year
2 |
- Unit 1: Plants and animals in the local area (A combined science
[unit 2D] and geography [unit 1] long unit)
- Unit 22: A contrasting locality
overseas (L)
- Unit 5: Where in the world is Barnaby Bear? (C)
|
Key stage 2
| Year
3 |
- Rocks, soils and water in our local environment (Combined science
[unit 3D] and geography [units 6 and 14 ] long unit)
- Unit 19: How and
where do we spend our time? (S)
- Unit 24: Passport to the world (C)
|
| Year
4 |
- Unit 7: Weather around the world (M)
- Unit 9: Village
settlers (S)
- Unit 10: A village in India (L)
- Unit 24: Passport
to the world (C)
|
| Year
5 |
- Unit 20: Local traffic - an environmental issue (L)
- Unit 13: A contrasting UK locality (L)
- Unit 24: Passport to the world
|
| Year
6 |
- Water (a combined science [unit 6C] and geography [unit11] long
unit
- Unit 15: The mountain environment
- Unit 24: Passport to
the world
|
Example long-term plan 4: developing locational knowledge
This school has selected units from the scheme of work to create a long-term plan that:
- caters for mixed-age classes through a curriculum operating in a two-year
cycle;
- emphasises geography's contribution to literacy;
- ensures that children build up an awareness of local and national events
and a framework of locational knowledge.
The plan meets the requirements for key stages 1 and 2 set out in the programmes
of study.
| |
Year A
|
Year B
|
| Years
1 and 2 |
Unit 1: Around our school (L)
Unit 22: A contrasting locality overseas (L)
Unit 5: Where in the world is Barnaby Bear? (C)
Unit 25: Geography and numbers
|
Unit 3: An island home (S)
Unit 2: How can we make our local area safer? (Adapted to be a longer unit and pick up numeracy)
Unit 5: Where in the world is Barnaby Bear?
Unit 25: Geography and numbers
|
| Years
3 and 4 |
Unit 6: Investigating our local area (L)
Unit 8: Improving the environment (L)
Unit 16: What's in the news? (C)
|
Unit 9: Village settlers (S)
Unit 10: A village in India (L)
Unit 16: What's in the news? (C)
|
| Years
5 and 6 |
Unit 15: The mountain environment (L)
Unit 14: Investigating rivers (L)
Unit 16: What's in the news? (C)
|
Unit 23: Investigating coasts (L)
Unit 20: Local traffic - an environmental issue (L)
Unit 16: What's in the news? (C)
|
Mixed-age classes
In schools where children of mixed ages are taught together, work in geography may be organised in cycles over time. An example of key stage plans for mixed-age classes is shown below. Individual units within such plans require close monitoring of learning objectives and differentiation strategies to ensure that individuals and groups within the class can make progress appropriate to their age, maturation and previous experience.
Successful plans for schools with mixed-age classes are characterised by:
- units that have a range of expected outcomes to match age and ability;
- cyclical planning that allows coverage of key aspects without repetition.
|
Year 1/2
|
Cycle 1
|
Unit 1 Around our school - the local area [L]
Unit 2 How can we make our local area safer? [S]
|
|
Cycle 2
|
Unit 3 An island home [S]
Unit 4 Going to the seaside [M]
|
Plus a 'continuous' unit to be taught at intervals throughout the key stage.
|
Unit 5 Where in the world is Barnaby Bear?
|
|
Year 3/4
|
Cycle 1
|
Unit 6 Investigating our local area [L]
Unit 7 Weather around the world [M]
|
|
Cycle 2
|
Unit 8 Improving the environment [L]
Unit 9 Village settlers [S]
Unit 10 A village in India [L]
|
|
Year 5/6
|
Cycle 1
|
Unit 11 Water [L]
Unit 12 Should the high street be closed to traffic? [M]
Unit 13 A contrasting UK locality - Llandudno [L]
|
|
Cycle 2
|
Unit 14 Investigating rivers [L]
Unit 15 The mountain environment [L]
|
Plus a 'continuous' unit to be taught at intervals throughout the key stage.
[L] - Long units (approx 12-20 hrs)
[M] - Medium units (approx 8-11 hrs)
[S] - Short units (approx 4-7 hrs)
|
