Hillside Primary School - Welsh Governmentresources.hwb.wales.gov.uk/VTC/ngfl/geography/34/Teac… · Web viewG7: develop ICT skills in ICT by word processing, handling geographical

Geography Scheme of Work (Suitable for years work) Year 3 4 5 6Focus: Contrasting Welsh/European Locality Cardiff Bay

Week/lesson

Learning Outcome

Teaching Points/Activities

Differentiation Resources Key Skills Assessment CR’s

1 & 2 Children should knowWhere the locality is and how it links to other localities.

Use maps and plans at a variety of scales

Where is Cardiff Bay?Locate Cardiff Bay in relationship to Cardiff and your ownlocality.

Use town maps and 25,000 maps and Atlas also

Digimap (NGfL Cymru)

Record on map of Wales Cardiff Bay and Your own town/village and write descriptions of locations

Vocabulary: area, barrage, wharf, refurbishment, routes,Sketch map, spatial language, right/left, southwest.Year 3 & 4 : identify location of your own town/village and Cardiff Bay on map of Wales

Differentiation suggestions can be used in all year groups. If SEN pupils receive support then this shall be used as directed by the class teacher. A variety of differentiation tasks will be used by task, support, and outcome.

WT- Support finding locations

WA- Use two maps with differing scales

WB- Use a variety of scales / maps

Cardiff BayPack :Collecting Data worksheet

Estimating Distances worksheet

Where Do I Live worksheet

Writing Directions worksheet

http://www.ngfl-cymru.org.uk/vtc/digimap/index.html

Town maps

Atlas

G1 – demonstrate knowledge and understanding of nature of place ,

G10 – investigate and solve problem locating Cardiff Bay

G2 : acquire a vocabulary of geographical terms

G10: Use investigative and enquiry – based

Formative Assessment in books , oral feedback , discussion with peers , throughout lesson and in Plenary

Geography – Cardiff Bay Y3/4/5/6 1




Week/lesson

Learning Outcome



Year 5 & 6: identify exact location of Your own town/village and Cardiff Bay on map of Wales

approaches, especially in fieldwork to solve problems and work with others.

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Lessons

2 – 5 Children should be ableto use maps and plansWith a variety of scales.

How would I travel frommy school to CardiffBay?

Use a 1:25,000 map to develop a sketch map

WT- Order a set of given instructions from Your own town/village to Cardiff Bay

Cardiff BayPack :

Collecting Data worksheet

Estimating Distances

G1 : demonstrate knowledge of places and patterns through both speaking and

Formative Assessment in books , oral feedback , discussion with peers , throughout


Week/lesson

Learning Outcome



and key. Use framework using maps and globes to support sketch map.

Write specific directions for the bus driver.

Estimation of distance activity : How far isCardiff Bay from you school? How far is it to other placesIn Wales?

Research using maps / internet how far distance is exactly. Use route map guidance form internet to compare own directions. How many ways could you use to get to Cardiff Bay?

Year 3 & 4 : Estimate / make simple calculations of how far Cardiff Bay and other places are from Your own town/village

Year 5 & 6: Estimate / and calculate with increasing accuracy

WA - Provide writing frame to order directions

WB - Write directions independently

worksheet

Where Do I Live worksheet

Writing Directions worksheet

Maps of South Wales

Geography Writing frames

writing


G3: describe , explain route to Cardiff Bay

G6 : Use and develop an understanding of spatial information

G7: develop ICT skills by using word processing / internet

G5 : use statistical and numerical data accurately and precisely when making geographical descriptions and explanations

lesson and in Plenary


Week/lesson

Learning Outcome



how far Cardiff Bay and other places are from Your own town/village

G7: develop ICT skills in ICT by word processing, handling geographical data and using multi-media and the internet.

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6 Children should knowwhy the locality is likethis and what processesare contributing to itsdevelopment.

How has Cardiff Bay changed? Comparison of ‘then’ and ‘now’ photographs.

Use a chronology of dates and development to show how thearea has changed over time e.g. 1790’s – 2000.

How hasthe locality changed?

Vocabulary:

WT- Group now and then photographs.Order small selection of dates with some dates given.

WA- Order all events / dates in correct order

WB- As above , give reasons orally to

Cardiff BayPack :

Now and Then worksheet

History of Cardiff Docklands PowerPoint


G3 : describe , explain , analyse , interpret and come to conclusions about how Cardiff Bay has changed over time



Week/lesson

Learning Outcome



roundabout, distance, kilometers, motorway,flyover, main road, junction, bay development.

E.g. Comparison of old maps with modernmaps.

Prepare a comparison of now and then report using variety of sources available to pupils.

Year 3 & 4 :Use secondary sources to describe Cardiff Bay now and then

Year 5 & 6: Pupils select and use appropriate secondary sources to describe differences in Cardiff Bay now and then

explain changes over time

WT- Write simple comparison sentences Now and then.

WA – Write a comparative report using writing frame

WB- Write independent comparative report providing comparative vocab and time connectives

G4: Gain access to and use written texts about Cardiff BayG5 : use statistical and numerical data accurately and precisely when making geographical descriptions and explanations

G1 : demonstrate knowledge of places and patterns through both speaking and writing about their comparisons


Week/lesson

Learning Outcome



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7 Children should knowwhat the locality is likeand what geographicalpatterns can beidentified.

How can we define the different areas within the development of Cardiff Bay?

Butetown, industrial site of Collington Road, DumballRoad, Cardiff Docks, Penarth Docks, Easy Moors andPengam Moors. River Ely, River Rhymney, sea boundary. Use colour highlighters to pin point area on

WT- Identify a given numbers of areas

WA- Identify all areas

WB – Identify all areas but suggest reasons for patterns

Cardiff BayPack:

Land Use PowerPointLand Use worksheet

Maps of Cardiff Bay laminated

Non permanent markers

G1 : demonstrate knowledge of places and patterns and processes and interrelationships in geography with increasing accuracy through both speaking and writing



Week/lesson

Learning Outcome



map.

Vocabulary: headlands, flats – beach/sandy area, oilstorage terminal, heliport, docks basin, F.B – footbridge,Hospl – hospital, industrial estate, allotment garden

Identify human features on own maps.

Year 3 & 4: Identify a selection of different human features

Year 5 & 6: Identify and describe geographical human features in Cardiff Bay



G10: Use investigative and enquiry – based approaches, especially in fieldwork to solve problems and work with others.


Week/lesson

Learning Outcome



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Week/lesson

Learning Outcome



8 Children observe andask geographicalquestions

What questions would Ilike to find out aboutCardiff Bay?

Use you own locality, as a reference to pose geographical questions you would like to ask about this place.

Present individual and group questions?

Vocabulary: commercial regeneration, restaurants,facilities, high-rise, distinctive geographical features,redevelopment, modified, linked, alternative,improvement, quality of life, questionnaires.

WT- Write three questions, providing model for first one. Use focus of location.

WA- Write selection of 5 questions. Use location, physical and human geography as basis of questions.

WB- encourage a range of questions that helps pupil to find out about geographical issues and features relating to location of a feature or a place , aspect of physical geography , human geog , environmental , patterns and processes.

Cardiff BayPack :

Asking Questions PowerPoint

Asking Questions worksheet

Teacher information sheet 1 – unit 3 OAM ACCAC




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9- 12 Children should observe,collect and recordinformation in the field.

Visit to Cardiff Bay

Before Visit: What can we find out about one or

Activities will be distributed based on age

Cardiff BayPack:

G1 : demonstrate knowledge of places and

Focused Assessment


Week/lesson

Learning Outcome



Children should analyseevidence, drawconclusions or opinionsand communicatefindings in a variety ofways.

several different areas in Cardiff Bay? Complete activity – fieldwork planer(Field study)

Undertake a number of services based on

The inner harbor Mount Stuart

Square The barrage and

Penarth MarinaE.g.(1) Undertake a street survey – quiet/noisy,tidy/untidy, clean/dirty, interesting/boring,colourful/drab, well-kept/neglected,safe/unsafe, likes/dislikes

(2) Traffic/pedestrian survey (10 minutes)

(3) How do I feel about this place? Manmade/natural things, lack of variety/much variety, closed/open, depressing/cheerful,big/small, ugly/beautiful, cramped/uncramped,tall/short, noisy/quiet, uninteresting/interesting,

dirty/clean, hammed in views/open views,

and ability of pupils. Mixed ability groups will be used. Teacher and LSA support will be used to provide support for pupils with SEN & WT.

Visit Booklet

Resources to record survey information

patterns and processes and interrelationships in geography with increasing accuracy through both speaking and writing


G3 : describe , explain , analyse , interpret and come to conclusions about Cardiff Bay


Week/lesson

Learning Outcome




Week/lesson

Learning Outcome




Week/lesson

Learning Outcome



9-12 (cont)

Carry out visit

Follow up activities:

Recount of visit

Drawing conclusions – page 11

ICT work – Traffic/pedestrian survey data create using data handling packages create range of graphs to show resultsBar/ line graphs

Present sketches of areas for display

Print off digital photographs

Write a brochure appealing to tourists about coming to Cardiff Bay

Year 3 / 4/5/6 Complete all activities

WT- Recount using simple sentences. Or ordering sentences describing our visit

WA – Recount using frame

WB – independent recount of event using digital pictures to exemplify visit.





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13 - 16

Children know how their own locality compares with otherplaces and what are

How does your ownlocality compare in termsof shops and businesseswith Mermaid quay orMount Stuart Square?

WT- Provide framework that compares three shops /

Cardiff Baytopic Pack :

Comparing

G1 : demonstrate knowledge of places and

Formative Assessment in books , oral feedback ,


Week/lesson

Learning Outcome



the similarities /differences What do digital

photographs reveal aboutthe area? Survey name of shop, business and land use. Compare to own locality.

Undertake a number of field sketches.

What features human/physical are different to our ownlocality.

Complete survey activity of Cardiff Bay and Your own town/village

Visit Your own town/village town to complete survey of town and surrounding area

Write similarities and difference report on Your own town/village and Cardiff Bay

Vocabulary: lowland, moor, basin, barrage, estuary,loam, sand, derelict wasteland, service industries,industrial, leisure, brownfield site, built up, businesses.

places from Cardiff Bay/Your own town/village

WA- Use given format for survey to be collected

WB- Design own survey method before visit

Writing activity: WT Match pictures showing similarities and differences. Write about in simple sentences.

Cardiff Bay worksheet

Similarities worksheet

Geographical Patterns Cardiff Bay worksheet

Geographical Patterns Home Town worksheet

patterns and processes and interrelationships in geography with increasing accuracy through both speaking and writing


G3 : describe , explain , analyse , interpret and come to conclusions about similarities between Cardiff Bay & Your own town/village

discussion with peers , throughout lesson and in Plenary


Week/lesson

Learning Outcome




Week/lesson

Learning Outcome



Year 3 & 4 : Begin to identify and describe some similarities and differences between Cardiff Bay and Your own town/village

Year 5 & 6: Identify , describe and begin to explain the similarities and differences between Cardiff Bay and Your own town/village


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Week/lesson

Learning Outcome



17 - 18

Children should use secondary sources for information , ideas and explanations

Children should identify geographical features and patterns.

What do digital photographs reveal about the area in Cardiff Bay?

Features on photographs. Natural / humans likes/dislikes. Why is this area like it is? What might I like to change?

Distribute photographs of Cardiff Bay. Annotate using arrows. What does the photograph reveal e.g. lack of natural features, shops and buildings, traffic/pollution, issues, business, people in the area.

Vocabulary: mudflats, sky, shops, offices, restaurants,traffic, quay

WT- Limit number and types of sources to be used

WA - Complete activity as detailed

WB- Encourage pupils descriptions to include range of geographical vocab

Cardiff Baytopic Pack:

Places of Interest Cardiff Bay PowerPoint



G4: Gain access to and use written texts about Cardiff Bay




Week/lesson

Learning Outcome



Written activity : describe patterns in Cardiff Bay & Your own town/village (Y5/6) in terms of shape & size , location , location and types of buildings , services, land use

Year 3 & 4: use appropriate geographical vocab , use secondary sources to describe what Cardiff Bay is like

Year 5 & 6: begin to explain geographical patterns in Cardiff Bay & Your own town/village. Use a range of more complicated geographical vocabulary



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19 Children should identify places using grid references

Use a map to identify key places in Cardiff Bay. Where are these

WT- Use alpha numeric

G1 : demonstrate knowledge of

Formative Assessment in books , oral


Week/lesson

Learning Outcome



places likely to be found?

Use a map to identify the following place (four figure grid references).

1. Visitor Church2. Norwegian

Church3. Coal Exchange4. National

Assembly5. UCI Cinema6. Pierhead

Building 7. Techniquest8. St David’s

Hotel9. Mermaid Quay10. Cardiff Bay

Station

Complete four figured gird exercise.

Year 3 & 4 : Use alpha numeric coordinates to locate places at Cardiff Bay

Year 5 & 6 : Use four figured / six figured grid references to locate features at Cardiff Bay

coordinates

WA- Use four figured references

WB- Use six figured references

places and patterns and processes and interrelationships in geography with increasing accuracy through both speaking and writing




feedback , discussion with peers , throughout lesson and in Plenary


Week/lesson

Learning Outcome




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Learning Outcome



20 / 21

Children should use secondary sources for information

Draw own sketch map with key of places identified on previous map. Use aerial photographs with map.

Year 3 & 4 : Draw sketch map with agreed symbols

Year 5 & 6: Draw sketch map with own symbols introducing elements of scales if appropriate

WT- Provide sketch map part completed / jigsaw or areas

WA- Draw sketch map using agreed/ own symbols

WB- Use own symbols representing OS symbols

Maps of Cardiff bay

Rulers

Aerial photographs




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Week/lesson

Learning Outcome



22- 24

Children should know how their locality compares with other places .They should recognize similarities and differences.

How does your locality compare with Cardiff Bay in terms of quality of life? Compare possible quality of life in both areas using photographs of the area. Services (better/worse) , car theft , asthmas sufferers , noise levels , parking , derelict buildings , community , easy access to shops , schools , views , pet safety , restaurants , newsagents , personal safety and events.

Comparison activity with data about Your own town/village and Cardiff Bay

Write e-mail to pupil living in Cardiff comparing life in Your own town/village to life in Cardiff Bay

WT- Provide writing frame and pictures prompts

WA- Use writing frame

WB- Write independent comparative report

Cardiff Bay Pack:

Cardiff Bay Housing Patterns PowerPoint

Cardiff Bay Housing Patterns worksheet






Week/lesson

Learning Outcome



Vocab: variety, common place, depressing, hammed in views, tourist attraction.



Evaluation


Week/lesson

Learning Outcome



25 Children should analyse evidence and draw conclusions

How can you group photographs in pairs to reveal similarities /differences? (Use both Cardiff Bay and local photographs)

Use a range of Cardiff Bay photographs to put into pairs. Explain reasons for the pairings e.g. both reveal transport systems or industrial site in one photograph and not in the other

Vocab : land use , pedestrian areas , terrace housing , modern development , open spaces , rail links , access roads

WT – Provide examples of sorted pictures into similarities for them to sort given pictures into groups

WA – Use all pictures available

WB – Use all pictures, sort according to similarities / differences. Explain using complex vocab.

Cardiff Baytopic Pack:

Comparing Settlement Origins worksheet

Welsh Lifestyles Comparison worksheet





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Week/lesson

Learning Outcome



26-28 Children should knowwhat the locality is likeand what geographicalpatterns can beidentified.

Using maps, photographs of your own locality and Cardiff identify ways in which land is usedWhat evidence can be found for housing, industrial,commercial, transport, public/community features in your locality and Cardiff Bay.

Itemise findings andWrite a newspaper report for both areas. – ICT Use word-processing package/ desktop publishing / creative writer.

Create spreadsheet: Using data about lifestyle pupils create a spreadsheet of data to produce graphs.

Year 5 & 6 – Use simple formula

WT- WA-WB-

By outcome focussed assessment

Cardiff BayPack





Focused AssessmentOpportunity


Week/lesson

Learning Outcome



26-28 Vocabulary: Services, terraced, detached, flats,bungalow, public transport, shops/chains , supermarket, community hall, center, leisure center, visitor center, car parks, landscaping, street furniture Year 3 & 4: begin to identify some similarities / differences between Cardiff Bay and Your own town/village. Draw simple conclusions. Communicate simple findings in letter /email








Week/lesson

Learning Outcome



26-28 Year 5 & 6: Identify, describe and begin to explain a range of similarities and differences between Cardiff Bay and Your own town/village. Begin to analyse evidence, draw conclusions, communicate more complex findings in a letter / email .Use a range of more complex geographical vocab.

WT- Use email frame. Sentences starters to help organise ideas.

WA- As task details

WB- As task details


G2 : acquire a vocabulary of geographical termsG3 : describe , explain , analyse , interpret and come to conclusions about how Cardiff Bay has changed over timeG7: develop ICT skills in ICT by word processing, handling geographical data and using multi-media and the internet.G10: Use investigative and enquiry – based approaches, especially in fieldwork to solve problems and work with others.



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Learning Outcome



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Learning Outcome



29-31 Children should begin toformulate ideas opinions about geographical issueand events.

Children should identify ways in which peopleaffect the environment.

Children shouldinvestigate attempts look after the presentenvironment

Children should analyseEvidence, draw conclusions or opinions and communicate findings in a variety of ways.

What additionaldevelopments would you like to see in the future CardiffBay development?

The council has decided that some of the existingolder parts of Bute Town are to be demolished foranother phase of development.

The followingproposals have been placed before the panningcommittee each with differing ideas to develop thearea:(i) For a future tourist attraction – Mini-themepark(ii) Shops and cyber restaurants

Pupils to work in mixed ability groups

Pupils to identify strengths and weaknesses , i.e. writers , drawers etc

Teacher / LSA support for WT/SEN

WB- encourage independent research / development of argument

Cardiff bay Topic Pack:Changing Cardiff Bay PowerPoint

Changing Cardiff Bay Worksheet






Week/lesson

Learning Outcome



Children should use ICT to assist in handling, classifying and presenting evidence and communicating ideas.

(iii) Offices and business(iv) Nature reserve and city farm(v) Cardiff’s new football stadium(vi) Station site for new monorail(vii) New lower cost houses for thecommunity especially the elderly

Year 3 / 4/ 5 /6

In groups prepare presentation including a variety of sources to persuade council members that your proposals should be passed by planning committee.



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Learning Outcome



32 Children should use ICT to assist in handling, classifying and presenting evidence and communicating ideas.

How does a barrage scheme impact on the environment?

Use ICT to research how the barrage has impacted on the environment. Combine this with ideas of your own letter to the Mayor of Newport I support or opposing an Usk barrage for the City of Newport

Vocabulary: barrage , tidal flour , wildlife , mudflats , environmental coast

WT- Use ICT frame to focus search

WA & WB

Research task independently






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Hillside Primary School - Welsh Governmentresources.hwb.wales.gov.uk/VTC/ngfl/geography/34/Teac… · Web viewG7: develop ICT skills in ICT by word processing, handling geographical

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