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St Michael With St John Church of England Primary School

Nurture, Inspire, Achieve!

Year 6

Year 6 Rationale

In the autumn term of Year 6, the children will revisit prior locational knowledge by identifying the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America. They will focus on identifying key features of the globe revisiting the Northern hemisphere, Southern hemisphere, Equator, longitude, latitude, Tropics of Cancer and Capricorn and Arctic and Antarctic Circle from their year 5 learning. To further extend their knowledge, they will be looking closely at the Prime/Greenwich Meridian and why different countries have different time zones.

Pupils will be asked a Big Question and, using Google Earth to identify key physical and human features, will formulate theories about which country the question is referring to (Greece). Having identified Greece on the world map they will discuss and identify the Greenwich Meridian and the importance of longitude on the world map.

Pupils will discuss the administrative regions within Greece and their respective physical features that can be identified from the map.

Pupils will also discuss human geographical features of Greece with a focus on tourism and why certain regions are more popular based on their physical geographical features.

Pupils will move on to discuss “time zones” and how time changes when moving from one country to another with a focus on Athens (Greece) and Santiago (Chile). Pupils will also draw similarities between both countries in terms of physical and human geographical features but discuss why Chile lacks the same levels of tourism as Greece (first world locations). Pupils will also draw comparisons between the colonial activities in both countries drawing comparisons between the two capital cities where Santiago in Chile has relatively new Spanish colonial influences as opposed to Athens in Greece which has a rich ancient history. Pupils will conclude this unit by discussing and comparing the trade links of Chile and Greece and how this relates to the climate zones & physical geographical features/resources of each country.

In the summer term, children will revisit looking at OS maps, widening their knowledge of OS symbols to interpret maps of different scales.  After using a range of different scaled maps to identify physical and human features and land use in seaside area of the UK, children will look closely at Blackpool and why it has been a popular tourist destination in Lancashire. Pupils will focus on the physical geographical features and identify coastlines, beaches, etc... on an OS Map. Pupils will also study the human features using maps and leaflets provided by local attractions and provide grid references on a map of the named attractions.  Pupils will discuss how changes in geographical physical and human features over time have had an impact on tourism in Blackpool.

Using resources such as Google Earth, aerial maps, Google images and a compass pupils will explore and devise possible routes from their school to the seaside area of Blackpool. Pupils will focus on method of transport, terrain, roads, airports, etc... whilst also identifying some of the local physical and human features of Blackpool previously identified on maps of the area and how these features may have changed over time.

There will also be opportunities to investigate topical and local issues affecting a seaside area of the UK.

Pupils will continue to revisit OS maps using a wider range of OS symbols to interpret maps of different scale with a focus on Cumbria and the Lake District, drawing comparisons with the local OS map of Blackpool. Pupils will be challenged to find specific locations on a map based on a set of compass directions and geographical features aswell as modelling six figure grid references to locate features.

Finally pupils will investigate topical and local issues affecting a seaside area of the UK, addressing how human geography can impact physical geography and how we can make a difference.