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Geography Unit 6 - Investigating your local area

What is the village like?

What is land used for in and around the village?

Lesson from QCA Primary Scheme of Work Geography Unit 6 - Investigating your local area.

Teachers Guide / Ideas.

These are my suggestions or ideas based on how I would teach this lesson and is based around the provided videos, of course feel free just to use the video and your own lesson plan.... see further Teaching Notes

See National Curriculum Reference + Curriculum Opportunities

WALT / Today's learning / Pupils should learn

About physical and human features.
About land use in settlements.
To use and interpret maps.
To use secondary sources.

WILF / Student Outcomes.

Identify main human and physical features of the village.
Develop awareness and understanding of land use in the village.

Suggested activity;

Play above Video which is an introduction to the lesson and asks learners to think about what the countryside around their village or town is used for and shows them some of those uses.
Play the video below which shows some of the land use in the countryside

Land use in the countryside.

Help the children to match ground photographs of the main human and physical features to a base map of the village, naming features and listing questions for further research. Produce a class word bank.
Ask the children to study an oblique aerial photograph of the village. Ask them to use the word bank to identify the main land uses and features and then label an outline plan showing key land use boundaries.
Discuss with the children the layout of the settlement and reasons for why it is like it is.

To answer the main enquiry questions, focus activities on specific questions, eg What are the main physical and human features? What are the main land uses? Why is the village like this?

National Curriculum Reference

Teachers Notes:

Any comment or special teaching points can be found here.

Knowledge, skills and understanding:

Source: QCA Statutory content

Teaching should ensure that geographical enquiry and skills are used when developing knowledge and understanding of places, patterns and processes, and environmental change and sustainable development.

Geographical enquiry and skills.

In undertaking geographical enquiry, pupils should be taught to:

Ask geographical questions [for example, ‘What is this landscape like?’, ‘What do I think about it?’]
Collect and record evidence [for example, by carrying out a survey of shop functions and showing them on a graph]
Analyse evidence and draw conclusions [for example, by comparing population data for two localities]

In developing geographical skills, pupils should be taught:

To use appropriate geographical vocabulary [for example, temperature, transport, industry]
To use appropriate fieldwork techniques [for example, labeled field sketches] and instruments [for example, a rain gauge, a camera]
To use atlases and globes, and maps and plans at a range of scales [for example, using contents, keys, grids]
To use secondary sources of information, including aerial photographs [for example, stories, information texts, the internet, satellite images, photographs, videos]
To draw plans and maps at a range of scales [for example, a sketch map of a locality]
To use ICT to help in geographical investigations [for example, creating a data file to analyse fieldwork data]

Pupils should be taught:

Knowledge and understanding of places.

To identify and describe what places are like [for example, in terms of weather, jobs]
The location of places and environments they study and other significant places and environments [for example, those listed in NC Booklet and places and environments in the news]
To describe where places are [for example, in which region/country the places are, whether they are near rivers or hills, what the nearest towns or cities are]
To explain why places are like they are [for example, in terms of weather conditions, local resources, historical development]
To identify how and why places change [for example, through the closure of shops or building of new houses, through conservation projects] and how they may change in the future [for example, through an increase in traffic
or an influx of tourists]
To describe and explain how and why places are similar to and different from other places in the same country and elsewhere in the world [for example, comparing a village with a part of a city in the same country]
To recognise how places fit within a wider geographical context [for example, as part of a bigger region or country] and are interdependent [for example, through the supply of goods, movements of people].

Knowledge and understanding of patterns and processes.

Recognise and explain patterns made by individual physical and human features in the environment [for example, where frost forms in the playground, the distribution of hotels along a seafront]

Knowledge and understanding of environmental change and sustainable development.

Recognise how people can improve the environment [for example, by reclaiming derelict land] or damage it [for example, by polluting a river], and how decisions about places and environments affect the future quality of people’s lives
Recognise how and why people may seek to manage environments sustainably, and to identify opportunities for their own involvement [for example, taking part in a local conservation project].

KS 2 Breadth of Study

Source: QCA Website

During the key stage, pupils should be taught the Knowledge, skills and understanding through the study of two localities and three themes:

Localities

A locality in the United Kingdom.

Themes.

How settlements differ and change, including why they differ in size and character [for example, commuter village, seaside town], and an issue arising from changes in land use [for example, the building of new housing or a leisure complex]
An environmental issue, caused by change in an environment [for example, increasing traffic congestion, hedgerow loss, drought], and attempts to manage the environment sustainably [for example, by improving public transport, creating a new nature reserve, reducing water use].

In their study of localities and themes, pupils should:

Study at a range of scales – local, regional and national.
Study a range of places and environments in different parts of the world, including the United Kingdom and the European Union.
Carry out fieldwork investigations outside the classroom.