From using our website you will cover the following links from the national curriculum for Geography. Below you will also find detailed how the links can be achieved from using the website.
The study of geography stimulates an interest and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on pupils’ own experiences to investigate places at all scales, from the personal to the global.
National curriculum
From comparing Food, Drink and Tourist attractions from England and France the children will cover:
1.1 Place
a. Understanding the physical and human characteristics of real places.
b. Developing ‘geographical imaginations’ of places.
Place: Every place has unique physical and human characteristics, which can be interpreted and represented in different ways. Pupils have mental images of places – the world, the country in which they live, their neighbourhood – which form their ‘geographical imaginations’. They should recognise that there are many different perceptions of places, some of which may conflict with their own. When investigating a place, pupils should consider where it is, what it is like, how it became like this and how it might change. Their enquiries should be based on real places.
1.7 Cultural understanding and diversity a. Appreciating the differences and similarities between people, places, environments and cultures to inform their understanding of societies and economies.
b. Appreciating how people’s values and attitudes differ and may influence social, environmental, economic and political issues, and developing their own values and attitudes about such issues.
Cultural understanding and diversity: Considering how people and places are represented in different ways involves questions such as: Who am I? Where do I come from? Who is my family? Who are the people around me? Where do they come from? What is our story? This contributes to pupils’ understanding of diversity and social cohesion.
From studying the maps of France and England the children will:
2.3 Graphicacy and visual literacy Pupils should be able to:
a. use atlases, globes, maps at a range of scales, photographs, satellite images and other geographical data
b. construct maps and plans at a variety of scales, using graphical techniques to present evidence.
2.4 Geographical communication Pupils should be able to:
a. communicate their knowledge and understanding using geographical vocabulary and conventions in both speech and writing.
From studying the tourist attractions within England and France the children will address:
Location of places and environments: Knowing where places and landscapes are located allows pupils to develop a coherent framework of locational knowledge.
Key aspects of the UK: This includes local and national perspectives. It should also include the geographical aspects that underpin a young person’s identity and their global citizenship.
Different parts of the world: This includes the location of places, key aspects of their changing geography and how places link with other places in the world across a range of different environments.