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The world came to my place today Lottie Amna David Rhianna 

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The world came to my place today Lottie Amna David Rhianna 

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-Have the children bring in different rubbish and objects and pin it on a world map and discuss why it was made here.
-make their own crisps and talk about how farmers grow them all over the world and talk about different species in different countries.
- make pizza and talk about the culture of Italy and North America.
- Go to a chocolate factory and talk about fairtrade and how the coco beans are grown. Create timeline of process.
-Research project about a country and the food.
- Create a video to promote a food that is from a specific country

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The world came to my place today Rhianna Lottie Year 2

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The world came to my place today Rhianna Lottie Year 2

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Global dimension
Bring in food items with wrappers- children will then read where the food has been made. The children will then plot where the food has come from on the maps.- Scrapbook of what food is made in each continent (in groups on specific continent). - how has the food come to this country?
Fieldtrip to a farm or a chocolate factory. - Children then make a timeline of how cheese is made right from the animal.

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"We're going on a bear hunt". Sinead, Abby, Kerensa. 

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"We're going on a bear hunt". Sinead, Abby, Kerensa. 

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- Year 1
- Read the story to the children.
- The children will draw/ create a map to show the specific route the family took in the story.
- Produce their on bear hunt and take photos along the way to produce a map of the story.
- The children could use their senses to describe what they can see/ hear...
- First hand observations to enhance their locational awareness.
- Show the children different places through photos. e.g. the forest, a snow storm. The children can then identify them on the map.

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Map Symbol Cards as a stimulus Year 2
Prior Knowledge: what symbols do we see everyday (traffic lights/toilets etc.)
Start by showing children pictures of the places and then show the symbol that represents them. Then show the symbols represented on a map (pictorial before abstract) - Piaget
Fieldwork where the children go on a local walk to see if they can spot symbols from the map in their everyday area. Would pre-select certain symbols that children would be able to spot.
Children to take photos on the walk for children to match against the symbols at a later date to ensure their understanding (in chronological order - could link to English).
To encourage learning at home, ask the children what they have seen over the weekend and ask if they can draw the map symbol to represent

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Learning objective
- Understand key vocabulary to describe the weather in different climates of the world.

Assumptions about prior knowledge:
- Different ways to describe hot and cold
- Where it is hottest and coldest in the world
- Introduction to weather/temperature

- Curriculum: They will learn key geographical vocabulary. Leading to being able to identify characteristics of at least 4 different countries and capital cities.

Success criteria
- Successful completion of the assessment
- Assessment: Vocabulary to description (draw lines or stick and glue).

Key vocabulary
- Climate, frost, ice, weather, fog, mist, tornado , hurricane, lightning, seasons, wind, humidity, thunder, hot, cold, temperature.

Support
- Weather words and symbols cards
- World map
- Pictures of countries
- Different weather pictures

Challenge
- Get the children to test each other using the weather words and symbols cards

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World Location Map Cards - Phoebe & Megan 

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World Location Map Cards - Phoebe & Megan 

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-Year 1
Prior knowledge of how a map looks and where the children live on a small town setting.
- Start by using the red cards (countries and their capitals) to identify where they are on the map and familiarise themselves with a map.
-Choose well known countries to do a deep dive on
- Explore pictures of the countries - Famous places that they could recognise.
-Use the idea of Barnaby Bear, use photos from the website - enquiry. Do the children know where he is? Have the children been anywhere that Barnaby has been?- Discuss where they would like to take Barnaby Bear (from the countries discussed previously).
- Introduce Barnaby bear to the children to take him around the world with the children and also on school trips with the class.
Have a map in the classroom where children can pin their pictures they take with the bear and have them on display in the classroom.

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-Year 1

-Read book, Varmints by Helen Ward & Marc Craste
-Getting children to consider key ideas of the book, rural/ urban areas, global warming, the effects of litter, reduction of green space, importance of nature, regrowth, through class discussion
-Watch Youtube clip with their ideas in mind, for greater depth on key concepts
-Using a map plan a route through Chester that would visit contrasting areas, 'hot spot vs grot spot' (clean green spaces, purpose built vs dirtier urban areas, lacking greenery)
-In those areas getting children to use their senses, what are the differences
-Using a camera, photograph difference
-Back in the classroom create a group poster displaying differences
-Find out how your local area has changed overtime
-Begin to enquiry into other countries around the world comparing their rural to urban spaces and how they preserve and protect there green spaces in comparison to the UK

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Lauren and Naomi - 'There's a Map On My Lap' (Year 1)

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Lauren and Naomi - 'There's a Map On My Lap' (Year 1)

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- Read the book to the children as an introduction.
- Children to make map of their own home and introduce North, East, South and West 'Never Eat Soggy Wheat'. Compass to be used as a scaffold.
- Use a scale to measure spaces in their home.
- Then look at a worldwide map and use the key in the book for capital cities, airports and tents.
- Next session to follow on, using string to measure distance and using skills/concepts they have previously been taught.
- Possibly - Trip to the city and going to a tourist desk to look at different maps and use them throughout the trip.