History/Geography

Frampton Cotterell C of E Primary School

History and Geography Curriculum Content

History

Geography

Year 1/2

  •   Significant historical events, people and   places in their own locality.
  •   Changes within living memory. Where   appropriate, these should be used to reveal aspects of change in national   life
  •   The lives of significant individuals in the   past who have contributed to national and international achievements. Some   should be used to compare aspects of life in different periods [for example,   Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong,   William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry,   Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and   Edith Cavell]

Year 2

  •   Events beyond living memory that are   significant nationally or globally [for example, the Great Fire of London,   the first aeroplane flight or events commemorated through festivals or   anniversaries]
  •   The lives of significant individuals in the   past who have contributed to national and international achievements. Some   should be used to compare aspects of life in different periods [for example,   Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong,   William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry,   Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and   Edith Cavell]

  •   Name, locate and identify characteristics of the four   countries and capital cities of the United Kingdom and its surrounding   seas
  •   Identify seasonal and daily weather patterns in the United   Kingdom and the location of hot and cold areas of the world in relation to   the Equator and the North and South Poles
  •    Use basic geographical   vocabulary to refer to:
  •   Key physical features, including: beach, cliff, coast, forest,   hill, mountain, sea, ocean, river, soil, valley, vegetation, season and   weather
  •   Key human features, including: city, town, village, factory,   farm, house, office, port, harbour and shop
  •   Use world maps, atlases and globes to identify the United   Kingdom and its countries, as well as the countries, continents and oceans   studied at this key stage
  •   Use aerial photographs and plan perspectives to recognise   landmarks and basic human and physical features; devise a simple map; and use   and construct basic symbols in a key
  •   Use simple fieldwork and observational skills to study the   geography of their school and its grounds and the key human and physical   features of   its surrounding environment.

Year   2

  •   Name and locate the world’s seven continents and five oceans
  •   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
  •    Use simple compass   directions (North, South, East and West) and locational and directional   language [for example, near and far; left and right], to describe the   location of features and routes on a map     Use basic geographical vocabulary to refer to:   Key physical features, including: beach,   cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley,   vegetation, season and weather   Key   human features, including: city, town, village, factory, farm, house, office,   port, harbour and shop
  •    Use world maps, atlases   and globes to identify the United Kingdom and its countries, as well as the   countries, continents and oceans studied at this key stage   Use simple fieldwork and observational   skills to study the geography of their school and its grounds and the key human   and physical features of its surrounding environment

Year 3/4

  •   Changes in Britain from the Stone Age to the Iron Age
  •   The Roman Empire and its impact on Britain

Year 4

  •   Britain’s settlement by AngloSaxons and Scots
  •   The Viking and Anglo-Saxon struggle for the Kingdom of  England to the time of Edward the   Confessor
  •   Ancient Greece – a study of Greek life and achievements and   their influence on the western world

 

  •   Identify the position and significance of latitude, longitude,   Equator, Northern hemisphere, Southern hemisphere, the Tropics of Cancer and   Capricorn, Artic and Antarctic Circle, the Prime/Greenwich Meridian and time   zones (including day and night)
  •   Physical geography, including: climate zones, biomes and

vegetation belts; rivers, mountains,        volcanoes and earthquakes, and water   cycle.

  •   Local study: use fieldwork to observe, measure, record and   present the human and physical features in the local area using a range of   methods, including sketch maps, plans and graphs, and digital technologies

Year 4

  •   Understand geographical similarities and differences through   the study of human and physical geography of a region of the United Kingdom,   a region in a European country, and a region within North or South   America
  •   Name and locate counties and cities of the United Kingdom,   geographical regions and their identifying human and physical   characteristics, key topographical features (including hills, mountains,   coasts and rivers), and land-use patterns; and understand how some of these aspects   have changed over time
  •   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
  •   Use the eight points of the compass, four and six-figure grid   references, symbols and key (including the use of ordnance Survey maps) to   build their knowledge of the United Kingdom and the wider world

Year 5/6

  •   A local history study
  •   The achievements of the earliest civilizations – an overview   of where and when the first civilizations appeared and a depth study of one   of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang   Dynasty of Ancient China

Year 6

  •   A study of an aspect or theme in British history that extends   pupils’ chronological knowledge beyond 1066
  •   A non-European society that provides contrasts with British history   – one study chosen from: early Islamic civilization, including a study of   Baghdad c. AD 900; Mayan civilization c. AD 900; Benin (West Africa) c. AD   9001300
  •   Understand geographical similarities and differences through   the study of human and physical geography of a region of the United Kingdom,   a region in a European country, and a region within North or South   America
  •   Locate the world’s countries, using maps to on focus 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
  •    Physical geography,   including: climate zones, biomes and vegetation belts; rivers, mountains,   volcanoes and earthquakes, and water cycle.
  •    Use the eight points of   the compass, four and six-figure grid references, symbols and key (including   the use of ordnance Survey maps) to build their knowledge of the United   Kingdom and the wider world
 

Year 6

  •   Understand geographical similarities and differences through   the study of human and physical geography of a region of the United Kingdom,   a region in a European country, and a region within North or South   America
  •   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
  •   Physical geography, including: climate zones, biomes and vegetation   belts; rivers, mountains, volcanoes and earthquakes, and water cycle.

 

All year groups:

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes.