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Term 3- FS2 learnt about a different country each week. Learning is cross-curricular. This week was finding out about Mexico. We tried on a sombrero, tasted tortilla crisps and dips. We looked at Mexico on a world map and physical and human features within Mexico.

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Term 3- Year 1 have looked at local maps of the area and school, using keys and following directions. Milestones/LOs are clearly labelled and activities reflect it.

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This is an activity that is repeated in all year groups in various different ways. Reinforcing this each year helps to develop their knowledge further without having to teach from scratch.

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This Enquiry looks at schools in our own locality and in other countries around the world too. It develops the Y1 enquiry of Where is my School which was more of a local study.

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This is an activity that is repeated in all year groups in various different ways. Reinforcing this each year helps to develop their knowledge further without having to teach from scratch.

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Term 3 - Y2 compared The Kellet School, Hong Kong with QC, UK.

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Term 1- Year 3 identified the position of the Arctic and Antarctic circles and how the lack of light/dark is important to people who live there.

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Term 1 - Year 5 looked at earth and space and were able to show clearly that they could locate the worlds countries and identify and explain the significance of the equator, longitude and latitude.

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Term 3 Y1 Challenge: having learned about birds eye views, maps, symbols and keys the children were asked to create their own map of the back playground.

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Year 3 understood what life would be like in the polar regions by hiring a 'Snow machine'. They dressed up in warm clothes and acted out 'a day in the life of the Arctic'.

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Milestone:Learners can locate countries using atlases/digital mapping and use geographical vocabulary to explain features.

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This activity was to create a fact file about most/least populous areas from around the world with key information about them. Y4 chose Tokyo in Japan and Greenland.

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digital mapping and use geographical vocabulary to explain features.

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Y1 Term 3 - having studied the difference between satellite images and maps of the school and local area the identified simple mapping symbols and found their meaning by looking at the key. They were then able to devise a simple key for classroom furniture and create a birds eye view map of their classroom.

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Term 2 -Comparing densely and sparsely populated areas. Learners explore aerial maps of cities of the world and compare different areas. This links back to the year 2 enquiry comparing places in different parts of the world but going into more detail.

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Year 2, Term 3: Children developed their use of geographical vocabulary (including human and physical features) by questioning and then seeking information using maps to highlight similarities and differences between The Gambia with what they already knew about the United Kingdom.

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The children in FS2 tried on sombreros linked to Mexico.

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Milestone 2 : Using maps to compare settlements today and in the past

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The children are able to describe the movement of the earth and other planets in detail.

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Term 3 Create a topographical map

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Year 2, Term 3: Learners began working as Geographers to suggest similarities between their school and one in another location (China). Children began to develop a better understanding of similarity and difference around the world.

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Y1 Term 3 - the children observed features of Chippenham and Lima and compared them.

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compare the climate of the tropics with UK

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Milestone: Learners use geographical and historical vocabulary to support understanding of settlements today and in the past.

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These pages show learning about Chippenham over time using maps to compare and a focus on the Indus Valley Civilisation.

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Milestone: Learners use geographical and historical vocabulary to support understanding of settlements today and in the past.

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Enquiry display- What's beneath our feet?

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Enquiry display- What's beneath our feet?

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Enquiry display- Where does our food come from?

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Enquiry display- Where does our food come from?

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Enquiry display- How are you helping to save our planet?

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Enquiry display- How are you helping to save our planet?

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Enquiry display- How did people travel in the past?

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Enquiry display- How did people travel in the past?

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Exploring the world with penguin small display

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Exploring the world with penguin small display

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Enquiry display- Who is trading with whom?

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Enquiry display- Who is trading with whom?

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Blind taste test of a variety of food, then locating where they believe the food comes from using the world map which already has the countries named on there. The children then annotated where the food really came from. 

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"Why are more people becoming vegetarian?" 

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"Why are more people becoming vegetarian?" 

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"Why are more people becoming vegetarian?" Blind taste test of a variety of food, then locating where they believe the food comes from using the world map which already has the countries named on there. The children then annotated where the food really came from. 

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The children were asked to find out all about Chippenham. They created a small fact file by locating it on a UK map, learning about the physical features in Chippenham, the climate, the history and the county they live in.

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The children created a fact file all about Chippenham. They were able to use key vocabulary from their glossary such as 'sparsely populated and settlements' They linked their drawing in the middle of the page to their perspective drawing being taught in Art.

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A glossary created using key words for the enquiry, these were then spotted being used throughout their enquiry writing.

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The children located countries on the world map and wrote about how humans had an impact on the environment in these particular countries. Climate change has been touched upon, deforestation and recycling.

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Researching the local area to find a suitable habitat for their hedgehogs. An aerial map of the school was used to help them decide where best to place their habitat. Reasoning was used to back up their thoughts.

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The map of the UK was used along with atlases in class to locate places in the UK where power stations can be found.

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As the challenge, year 5 became environmental expert and created a news-bite about a world crisis. They gave facts about their issues and tips on how to create big changes. They found out about countries that are affected most by these issues.

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Explaining what food miles are and the effects of them increasing. Linked to Year 4 enquiry- Why are more people becoming vegetarian?

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Using a map to locate geographical features of the UK. First the children located capital cities such as London, Belfast, Glasgow. Then using a key, coloured key mountain ranges, woodland areas and rivers. Finally, using a bar chart, they added on the average rainfall for the UK across the Months and plotted the average temperature.

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Describing the provenance and distribution of certain foods thinking about the distance they travel around the world. Finally, they chose one of the continents and created a fact file about it. They researched the climate, rainfall and mountain regions and looked at how this can affect agriculture and farming. They looked at the location of the equator and the countries near this. They learned about famous landmarks and cuisines of different countries.

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Enquiry display- Where does our food come from?

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Enquiry display- Where does our food come from?

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Exploring if the banana trade is fair.

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Billy goats gruff- writing cross curricular display

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Billy goats gruff- writing cross curricular display

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The FS2 children were exploring the text 'the billy goats gruff' during their writing lessons. They then explored this further by finding out where the trolls came from. They looked at the country Norway on google maps and looked at the countries flag. They explored the climate there.

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The children in FS2 have explored seasons. They have been on local welly walks around the school grounds to become familiar with their surroundings. They are beginning to understand their school.

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Year 1 enquiry display- Where is my school

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Year 1 enquiry display- Where is my school

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In year 1 they have build on their knowledge from FS2, going on local welly walks around the school but also their surrounding area in the community. They have looked at a variety of maps including Ariel and street maps.

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Year 4 enquiry display- Why are more people becoming vegetarian?

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Year 4 enquiry display- Why are more people becoming vegetarian?

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In year 4, the children have explored where foods come from around the world as part of their eliciation. They will then come back to this in a year 6 enquiry where they will look in more detail about food miles.

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Year 2 enquiry- How are schools the same?

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Year 2 enquiry- How are schools the same?

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In year 2, the children were building on their FS2 knowledge of the world around them. Looking at other countries and their schools. They looked in detail at our link school in 'The Gambia' where videos were sent to the children to really gage a feel for the school. They were constantly zoning out into the wider world and then being brought back to their school to explore similarities and differences.

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Locational- Starting points
Place- Strong sense of locality:  own address, location and school setting
Human- Discuss the physical landscape of locality, school and home.
Physical- Discuss the physical landscape of locality, school and home.
Fieldwork- Make observations and drawings of physical features. Make and follow simple maps.
Representation (maps)- Drawing pathways and following maps

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Locational-Locating and connecting countries and cities of UK; seven continents & five oceans.
Place- Connect & contrast known specific, small locations with a non-european country equivalent
Human-Identify seasonal change, and hot and cold areas of the world. Know basic physical and human geographical vocabulary.
Physical-Identify seasonal change, and hot and cold areas of the world. Know basic physical and human geographical vocabulary.
Fieldwork-Use and devise simple maps, NESW, basic atlases and aerial photographs to locate, use directional language and observational language to describe.
Representation (maps)- Using and devising maps, ‘plan view’ using basic symbols in a key

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ocational-Locating and connecting countries and cities of UK; seven continents & five oceans.
Place- Connect & contrast known specific, small locations with a non-european country equivalent
Human-Identify seasonal change, and hot and cold areas of the world. Know basic physical and human geographical vocabulary.
Physical-Identify seasonal change, and hot and cold areas of the world. Know basic physical and human geographical vocabulary.
Fieldwork-Use and devise simple maps, NESW, basic atlases and aerial photographs to locate, use directional language and observational language to describe.
Representation (maps)- Using and devising maps, ‘plan view’ using basic symbols in a key

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Locational-Interconnecting counties and cities of the UK and the world, with geographical, human and physical characteristics (hills, mountains, rivers, coats) and change in land use.
Place- Understand similarities and differences of human and physical geography of the region in the UK, Europe & Americas.
Human-Understand physical geography: climate zones, biomes, vegetation belts, rivers, mountains, water cycle, volcanoes and earthquakes, and why humans have settled where they have.
Physical-Understand physical geography: climate zones, biomes, vegetation belts, rivers, mountains, water cycle, volcanoes and earthquakes, and human settlement.
Fieldwork-Use maps, atlases, globes, digital mapping to locate and describe using legends, eight compass points, four-figure grid references.
Representation (maps)- Understanding keys, scales and coordinates

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Locational-Interconnecting counties and cities of the UK and the world, with geographical, human and physical characteristics (hills, mountains, rivers, coats) and change in land use.
Place- Understand similarities and differences of human and physical geography of the region in the UK, Europe & Americas.
Human-Understand physical geography: climate zones, biomes, vegetation belts, rivers, mountains, water cycle, volcanoes and earthquakes, and why humans have settled where they have.
Physical-Understand physical geography: climate zones, biomes, vegetation belts, rivers, mountains, water cycle, volcanoes and earthquakes, and human settlement.
Fieldwork-Use maps, atlases, globes, digital mapping to locate and describe using legends, eight compass points, four-figure grid references.
Representation (maps)- Understanding keys, scales and coordinates

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Locational-Cause and effect: understand use and impact of longitude, latitude, equatorial lines, hemispheres and time zones.
Place- Understand connections between human and physical geography of the world
Human- Connect human geography with physical: settlement and land use, trade links, natural resources, energy, distribution of resources including food.
Physical- Connect human geography with physical: settlement and land use, trade links, natural resources, energy, distribution of resources
Fieldwork- Use knowledge to observe, measure, record and present human and physical features of the local area.  Using eight compass points, 6 figure grid references.
Representation (maps)- Representing using maps, atlas’, globes; grid references.

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Locational-Cause and effect: understand use and impact of longitude, latitude, equatorial lines, hemispheres and time zones.
Place- Understand connections between human and physical geography of the world
Human- Connect human geography with physical: settlement and land use, trade links, natural resources, energy, distribution of resources including food.
Physical- Connect human geography with physical: settlement and land use, trade links, natural resources, energy, distribution of resources
Fieldwork- Use knowledge to observe, measure, record and present human and physical features of the local area.  Using eight compass points, 6 figure grid references.
Representation (maps)- Representing using maps, atlas’, globes; grid references.

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Year 5- who is trading with whom?
Locating world countries and plotting trade lines.

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Year 5- who is trading with whom?
The history of Chippenham Trading

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Year 2- How do plants near me grow?
Locating the continents, oceans and climate zones of the world. Locating different plants in different regions of the world and understand why they are different.

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Year 6- How do we all live together?
Ancient Greece and Sparta.

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Using maps to locate countries which lay along the ring of fire.

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Describing and understanding key aspects of climate zones and biomes. Children noted down their location, physical features, weather and climate, animals and plants.

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Children used atlases and books to research about biomes and their key aspects. They identified the vegetation belts, the equator, tropic of cancer/capricorn and what is needed for plant life.

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The children identified continents, oceans and climate zones of the world. They have located different plants from different regions.

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Children suggested ways to live their lives that positively affect others.

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The children identified the continents, equator, poles and oceans.

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Children identified continents to show where otters are found.

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Children located landmarks in the local area and used a variety of digital maps to help them name landmarks in their local area.