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Geography

Our Vision at Corporation Road

Since, at least, the time of the Ancient Greeks, geographers have attempted to put the local in a global context by writing down and recording their observations so they can share them more widely. These endeavours were motivated by the desire to understand and navigate the planet that is both our home and the source of the materials that we need in order to survive. This shows the nature of geography and why it should be present in our school curriculum. The importance of geography is evident in the fact our Earth is changing rapidly, faster than any other time in recorded history. Consequently, we are educating our children at a time when there is a great uncertainty about what the future holds.

At Corporation Road Community Primary School, the purpose of geography is to teach pupils about the world around them, from what is one their doorstep to other continents of the world. We want our pupils to have a secure geographical knowledge to take with them to Key Stage 3. Consequently, in geography, our curriculum provides children with an education that helps them understand how they can contribute to building a better world, an inspiring education that fills them with fascination about the world around them and an opportunity for them to build upon their ‘personal geography’. Our curriculum focuses strongly on developing pupils’ core knowledge in geography, particularly their sense of place. Furthermore, as our overarching aim of the foundation curriculum is to provide pupils with the knowledge and understanding they need for Key Stage 3 and beyond, we want our pupils to develop a love of learning and have an active and independent role in their education.

In terms of geography, this means we aim for pupils to have independence, think for themselves and take the initiative to ask questions, alongside working constructively with others. In addition, we want pupils to express well-balanced opinions rooted in good subject knowledge and understanding about current and contemporary issues in society and the environment. Furthermore, in accordance with the rest of the foundation curriculum, geography is underpinned by the school’s four main themes: community, gender/equality, citizenship and legacy/impact.

DomainsKey Concepts
Location KnowledgeThe United Kingdom, The World, Darlington, Compare & Contrast and Map Skills
ClimateWeather and Climate
Human and Physical GeographyThe Human & Physical Environment
Geography Skills and FieldworkVocabulary, Research and Fieldwork & Data Analysis
Changes over Time and SustainabilityProcesses, Patterns & Changes Over Time and Sustainability & the Environment

Geography Progression Map

Community

The end-point for the theme community would be for children to understand that community refers to a group of people living in the same place or having a particular characteristic in common, alongside referring to a particular area or place. Furthermore, it would also include for children to understand and form an active part of their local and wider community, for example Darlington, the countries of United Kingdom and the wider world. In addition, community encompasses the climate of an environment and the human and physical features, which can be found there.

Gender & Equality

The end-point for the theme gender and equality would be for children to recognise that gender and equality encompasses the opportunities the environment provides for different groups of people for example different generations, different ethnicities and individuals from different countries. Furthermore, it includes the fact children should know and understand that everyone should have equal access to resources and opportunities, provided by both the human and physical environments.

Citizenship

The end-point for the theme citizenship would be for children to understand their place in the world and how they are a citizen. For example, how they belong to their immediate and wider community. In addition, how humans’ behaviour effects the environment on a local, national and global scale. For example, the way their own, and others’ actions have increased climate change and deforestation but also how pupils can leave their mark on the world through sustainability.

Legacy & Impact

The end-point for the theme legacy and impact would be for children to understand how individuals before them have changed the world,how the world has changed and how they can influence the environment. In addition, it includes pupils’ understanding of how processes or people have impacted/affected our geographical understanding and knowledge. For example, how key individuals have had an impact on the way in which we live, what we learn and how communities are today. In addition, children should be able to develop as citizens and individuals who can, in turn, have an impact on their environment, and the ability to make their own mark on society.

National Curriculum

Year's 1 and 2

Pupils should be taught to:
Locational knowledge

Place knowledge

Human and physical geography

Geographical skills and fieldwork

Year's 3, 4, 5 and 6

Pupils should be taught to:

Locational knowledge

Place knowledge

Geographical skills and fieldwork

EYFS

Locational Knowledge

The United Kingdom

Locate Darlington on a map: To know that Darlington is in England. To locate Darlington on a map of the United Kingdom.
To know they live in Darlington.

The World

Know the blue on a map is sea and green is land: To locate (through discussion) the United Kingdom on a map of the world.
To know and understand the origin of myself and people in my class. To know the blue on a map is sea and green is land.
To understand there are hot and cold areas of the world.

Darlington

To carry out a local walk and be able to talk about the features in the local environment: To name and describe features of the home environment.
To name and describe features of the school environment.

Compare & Contrast

Identify the similarities and differences between the school environment and one other place in the local environment: To identify the similarities and differences between the school environment and North Lodge Park

Map Skills

Draw a map of the local community. Make a 3D model of a map of the local area using bricks and labels: To sketch a simple map of the school environment.
To draw a simple map of the local area (Corporation Road and North Lodge Park).
To create a 3D model of Corporation Road using bricks and labels.

Climate

Weather and Climate

Name the four seasons and Identify clothes we wear in different weathers: To name the four seasons (Spring, Autumn, Summer and Winter).
To identify the clothes, we wear in different weathers.

Human and Physical Geography

The Human and Physical Environment

Identify common features in the local environment: To identify common geographical features in the local environment (houses, school, park, shops, etc.).

Geography Skills and Fieldwork

Vocabulary

Use simple geographical vocabulary to describe the local area. Begin to ask questions about their familiar world: To use simple geographical vocabulary to describe the local environment.
To ask questions about their local environment (classroom, school and local area).

Research, Fieldwork and Data Analysis

Collect simple data: To collect simple data

Changes Overtime and Sustainability

Processes, Patterns and Changes Overtime

Know what a pattern is: To know what a pattern in

Sustainability and the Environment

Discuss how to keep our local environment clean and tidy: To describe how to keep our local environment clean and tidy.

Year 1

Locational Knowledge

The United Kingdom

Locate countries on a UK map. Name and locate the four countries of the United Kingdom on a map or globe: To locate Darlington on a map of the United Kingdom. To locate England, Wales, Scotland and Northern Ireland on a map of the United Kingdom.

The World

Find and name some continents on a world map. Locate how and cold areas of the world: To know the blue on a map is sea and green is land.
To locate the United Kingdom on a map of the world.
To know and understand the origin of myself and people in my class.
To locate the seven continents of the world (Europe, Africa, Asia, South America, North America, Antarctica, Australasia.
To locate and categorise hot and cold areas of the world.
To know the Earth is round.

Darlington

Name, describe and group features of the home/school environment from first hand observation, responding to simple questions.
Explain what changes are taking place in the local environment. Use the correct terms for simple geographical features in the local environment: To name and describe features of the home environment.
To name and describe features of the school environment.
To explain changes that are happening in the local environment (Darlington).
To correctly use the terms physical and human to describe features in the local environment.

Compare and Contrast

Identify the similarities and differences between the local environment and one other place: To identify the similarities and differences between Darlington and another place in the world.

Map Skills

Draw a simple picture map, labelling particular features.
Use maps, pictures and stories to find out about different places. Recognise simple human and physical features on an aerial photograph or simple map showing an awareness that objects look different from above:
To sketch a simple map of the school environment.
To draw a simple map of the local area and label particular features (Corporation Road School, North Lodge Park, and the Town Centre).
To use a range of maps to find out about places (Darlington, England and the seven continents).
To look and discuss an aerial photograph of Darlington, recognising simple human and physical features.
To understand that objects look different from above(aerial photograph).

Climate

Weather and Climate

Name the four seasons and describe typical weather conditions for each of them: To name the four seasons (Spring, Autumn, Summer and Winter) and know in which order they occur.
To identify the clothes, we wear in different weathers and understand why we wear different clothes.

Human and Physical Geography

The Human and Physical Environment

Use the correct terms for simple geographical features in the local environment: To identify simple geographical features in the local environment using the terms human and physical.

Geography Skills and Fieldwork

Vocabulary

Use basic geographical vocabulary to name physical and human features of familiar places.
Use simple locational language, including in front, behind, next to, far away, and near to, to describe the location of geographical features on a map and in fieldwork.
Ask and respond to questions about places/environments:
To use basic geographical vocabulary to describe the local area and name human and physical features.
To use simple locational language (behind, next to, far away, near to) to describe the location of geographical features.
To ask and respond to questions about places and environments.

Research, Fieldwork and Data Analysis

Collect data during fieldwork such as the number of trees/houses: To collect simple data by carrying out fieldwork in the local environment.

Changes Overtime and Sustainability

Processes, Patterns and Changes Overtime

Describe in simple terms how wind and water has affected the geography of an area.
Answer simple geographical questions regarding straightforward geographical patterns: To know what a pattern is.
To describe how wind and water has affected the geography of an area.
To answer simple geographical questions regarding geographical patterns.

Sustainability and the Environment

Describe how pollution affects the local environment.
Use given information and observations to ask and respond to questions about the environment,recognising how people affect this: To describe how to keep our local environment clean and tidy.
To describe how pollution affects the local environment.
To ask and respond to questions about how people affect the environment.

Year 2

Locational Knowledge

The United Kingdom

Name and locate the capital cities of the United Kingdom and its surrounding areas: To locate England, Wales, Scotland and Northern Ireland on a map of theUnited Kingdom.
To locate the capital cities of the United Kingdom (London, Edinburgh, Cardiff and Belfast).

The World

Name and locate the world’s continents and oceans on a world map or globe.
Locate hot and cold areas of the world in relation to the equator and the North and South Poles and explain how the weather affects these areas.
Locate continents and oceans on a world map.
Locate the Equator and the North and South poles: To locate the seven continents of the world (Europe, Africa, Asia, South America, North America, Antarctica, Australasia.
To locate and categorise hot and cold areas of the world.
To know theEarth is round.
To locate the five oceans of the world (Artic, Atlantic, Indian, Southern, Pacific).
To locate the Equator, North Pole and South Pole.
To know the importance of the Equator.

Darlington

Explain how a place has changed overtime.
Name, describe and compare human and physical features of their own locality and another name place, asking and responding to questions: To explain changes that are happening in the local environment (Darlington).
To correctly use the terms physical and human to describe features in the local environment.
To compare human and physical features in the local environment (Darlington) with another place.

Compare and Contrast

Describe and compare the physical similarities / differences between an area in the United Kingdom and one of a contrasting non-European country: To describe and compare the similarities and differences between Darlington and Australia.

Map Skills

Draw simple maps or plans using symbols fora key.
Use compass directions (North, South, East and West) to describe the location of geographical features and routes on a map.
Identify and describe human and physical features using an aerial photograph:
To draw a simple map of Darlington using symbols for a key.
To use a range of maps to find out about places (Darlington, England and the seven continents).
To look at and discuss an aerial photograph of Darlington, recognising simple human and physical features.
To understand that objects look different from above (aerial photograph).
To use compass points (North, South, East and West) to describe the location of geographical features on a map.

Climate

Weather and Climate

Name the four seasons and describe typical weather conditions for each of them: To name the four seasons (Spring, Autumn, Summer and Winter) and know in which order they occur.
To name the months associated with each season.
To identify the clothes, we wear in different weathers, explain why we wear different clothes and give justifications for choices made.

Human and Physical Geography

The Human and Physical Environment

Describe and compare human and physical features seen in their local environment and other places in the world: To compare human and physical features from the local environment with those found in Australia.

Geography Skills and Fieldwork

Vocabulary

Use basic geographical vocabulary to name physical and human features of familiar places.
Use simple locational language, including in front, behind, next to, far away, and near to, to describe the location of geographical features on a map and in fieldwork.
Ask and respond to questions about places/environments:
To use basic geographical vocabulary to describe the local area and name human and physical features.
To use simple locational language (behind, next to, far away, near to) to describe the location of geographical features.
To ask and respond to questions about places and environments.

Research, Fieldwork and Data Analysis

Collect and organise simple data from first and second-hand sources including fieldwork.
Use information texts and the web to gather information about the world’s human and physical features:
To collect and organise simple data by carrying out fieldwork in the local environment.
To use secondary information sources to gather information about physical and human features.

Changes Overtime and Sustainability

Processes, Patterns and Changes Overtime

Describe how a physical or human process has changed an aspect of an environment. Explain simple patterns and offer an explanation: To know what a pattern is and explain simple geographical patterns.
To describe how a physical or human process has changed an aspect of an environment.
To answer simple geographical questions regarding geographical patterns.

Sustainability and the Environment

Suggest ways of improving the local environment: To describe how pollution affects the local environment.
To ask and respond to questions about how people affect the environment.
To suggest ways of improving the local environment.

Year 3

Locational Knowledge

The United Kingdom

Name and locate vegetation belts across the United Kingdom, explaining how some of these have changed over time: To locate England, Wales, Scotland, Ireland and Northern Ireland on a map of the United Kingdom.
To locate the capital cities of the United Kingdom (London, Edinburgh, Cardiff, Belfast and Dublin).
To identify the changes of vegetation across the United Kingdom.

The World

Locate and explain the significance of the Northern and Southern Hemispheres and the Artic and Antarctica circles: To locate the five oceans of the world (Artic, Atlantic, Indian, Southern, Pacific).
To locate the Equator, North Pole and South Pole, Northern Hemisphere, Southern Hemisphere, The Artic and Antarctica Circles.
To know the understand the significance of the Equator, North Pole and South Pole, Northern Hemisphere, Southern Hemisphere, The Artic and Antarctica Circles.

Darlington

Identify changes in the local and global environments: To compare human and physical features in the local environment (Darlington) with another place.
To know what is meant by local, national and global scale.
To identify changes in the environment on a local (Darlington), national and global scale.

Compare and Contrast

Make comparisons of the same geographical feature in different countries.
Compare and contrast areas of vegetation and biomes in two different locations:
To make comparisons between geographical features in the United Kingdom and Egypt.
To compare and contrast areas of vegetation and biomes in Africa.

Map Skills

Draw sketch maps and plans using agreed symbols for a key.
Locate geographical features on a map or atlas using symbols shown in a key.
Use the eight points of a compass to describe the location of a country or geographical feature.
Compare and contrast aerial photographs and plan perspectives explaining their similarities and differences:
To draw a simple map of Darlington using OS map agreed symbols for a key.
To use a range of maps to find out about places (Darlington, England and the seven continents) and locate geographical features.
To use the eight compass points to describe the location of geographical features and location of countries on a map.
To compare and contrast aerial photographs, OS Maps and plan perspectives of the local environment identifying their similarities and differences.

Climate

Weather and Climate

Sequence and explain the features of a physical weather process such as the water cycle, this objective will be covered in Year 4 Science, States Of Matter.
Describe and explain how the climate of a country or continent is linked to the distribution of natural resources and tourism:
To name the months associated with each season.
To identify the clothes, we wear in different weathers, explain why we wear different clothes and give justifications for choices made.
To describe and explain how the climate of a country (Egypt) is linked to the distribution of natural resources and tourism.

Human and Physical Geography

The Human and Physical Environment

Describe and compare different features of human and physical geography of a place, offering explanations for the locations for some of these features: To compare human and physical features from the local environment with those found in Egypt.
To describe and compare different features of human and physical geography in Egypt and explain the locations of these features.

Geography Skills and Fieldwork

Vocabulary

Use technical and geographical vocabulary to describe geographical processes.
Provide reasons for their observations, views and judgements regarding place and environments:
To use basic geographical vocabulary to describe familiar and unfamiliar places and name human and physical features.
To use technical and geographical vocabulary to describe geographical processes.
To ask and respond to questions about places and environments and provide reasons for their observations and views.

Research, Fieldwork and Data Analysis

Locate appropriate information, needed for a task from a source material.
Observe, measure and record the human and physical features in the local area responding to a range of geographical questions.
Analyse data, which they have collected from first hand observations and experiences, identifying any patterns:
To collect, organise and analyse data from first hand observations and experiences, identifying any patterns.
To locate and use first hand and secondary information sources to gather information needed for a task.
To observe, measure and record the human and physical features in the local area responding to a range of geographical questions.

Changes Overtime and Sustainability

Processes, Patterns and Changes Overtime

Provide a reasonable explanation for features in relation to location.
Explain how the physical processes of erosion, transportation and deposition affect the environment: To know what a pattern is and explain simple geographical patterns.
To explain how the physical processes of erosion, transportation and deposition affect the environment.
To explain why features are found in particular locations.

Sustainability and the Environment

Identify how people both damage and improve the environment: To identify how people both damage and improve the environment.

Year 4

Locational Knowledge

The United Kingdom

Name and locate rivers of the United Kingdom and describe the impact of human and physical geography of the places they are found: To locate the capital cities of the United Kingdom (London, Edinburgh, Cardiff, Belfast and Dublin).
To identify the changes of vegetation across the United Kingdom.
To locate the River Skerne and River Tees on a map of Darlington.
To locate key rivers (Tyne, Ouse, Trent, Thames) of the United Kingdom.

The World

Locate the countries of Europe (including Russia), North and South America.
Locate and explain the significance of the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn to a range of countries around the world.
Suggest where in the world an aerial photograph or satellite image shows, explaining reasons for their suggestion:
To locate the Equator, North Pole and South Pole, Northern Hemisphere, Southern Hemisphere,the Tropics of Cancer and Capricorn, The Artic and Antarctica Circles.
To know the understand the significance of the Equator, North Pole and South Pole, Northern Hemisphere, Southern Hemisphere,the Tropics of Cancer and Capricorn, The Artic and Antarctica Circles.
To be able to identify a continent based on an aerial photograph.
To locate the countries of Europe (Russia, Germany, France, Italy, Spain, and Greece).

Darlington

Describe how changes in the features of a place, can affect the lives and activities of the people living there: To know what is meant by local, national and global scale.
To identify changes in the environment on a local (Darlington), national and global scale.
To describe how changes in the local environment (Darlington) can affect the lives and activities of people living there.

Compare and Contrast

Compare and contrast how areas of the world have capitalised on their physical or human features: To make comparisons between geographical features in the United Kingdom and Greece.
To compare and contrast areas of vegetation and biomes in Europe.
To compare and contrast how Europe (in particular Italy and Greece) have capitalised on their physical and human features.

Map Skills

Locate and name geographical features on an Ordnance Survey map.
Plot a route on a map or globe from one place to another, identifying countries or significant landmarks that are passed.
Draw sketch maps and plans using standardised symbols and key:
To draw a simple map of Darlington using OS map agreed symbols for a key.
To use a range of maps to find out about places (Darlington, England and the seven continents) and locate geographical features.
To use an OS map to locate and name geographical features in the local environment (Darlington).
To use the eight compass points to describe the location of geographical features and location of countries on a map.
To compare and contrast aerial photographs, OS Maps and plan perspectives of the local environment identifying their similarities and differences.
To plot routes on a map or globe from Darlington (The United Kingdom) to Greece and Italy identifying countries or significant landmarks that are passed.

Climate

The Weather and Climate

Sequence and explain the features of a physical weather process such as the water cycle, this objective will be covered in Year 4 Science, States Of Matter.
Describe and explain how the climate of a country or continent is linked to the distribution of natural resources and tourism:
To describe and explain how the climate of a country (Greece or Italy) is linked to the distribution of natural resources and tourism.

Human and Physical Geography

The Human and Physical Environment

Describe how physical activity has impacted and/or changed the physical and human characteristics of a place in the world: To compare human and physical features from the local environment with those found in Greece.
To describe and compare different features of human and physical geography in Greece and explain the locations of these features.
To describe how physical activity has influenced and/or changed the physical and human characteristics of a place in the world.

Geography Skills and Fieldwork

Vocabulary

Explain views on a geographical issue using appropriate vocabulary.
Offer reasons for their own views and recognise that other people may hold different views:
To use technical and geographical vocabulary to describe geographical processes.
To ask and respond to questions about places, environments and geographical issues and provide reasons for their observations and views.
To recognise that people may hold different views to themselves and others.

Research, Fieldwork and Data Analysis

Collect and analyse data from first-and second-hand sources, identifying and analysing patterns and suggesting reasons for them.
Propose geographical questions, collecting and recording specific evidence to answer them.
Suggest which source material to use for a specific task, locating the information needed
: To collect, organise and analyse data from first hand observations and second-hand sources, identifying and analysing patterns and suggesting reasons for them.
To locate and use first hand and secondary information sources to gather information needed for a task.
To observe, measure and record the human and physical features in the local area responding to a range of geographical questions.
To propose geographical investigation questions and collect evidence to answer them

Changes Overtime and Sustainability

Processes, Patterns and Changes Overtime

Describe and explain how physical processes have changed the characteristics of a landscape, country or continent.
Describe patterns in geography and offer clear explanations for why they appear:
To describe and explain how physical processes have changed the characteristics of an environment.
To answer simple geographical questions regarding geographical patterns and offer clear explanations for why they appear.
To explain why features are found in particular locations.

Sustainability and the Environment

Explain how people try to sustain environments: To identify how people both damage and improve the environment.
To explain how people, try to sustain the environment.
To understand what sustainability is.

Year 5

Locational Knowledge

The United Kingdom

Name and locate counties and cities of the United Kingdom, identifying and describing their human and physical characteristics: To locate England, Wales, Scotland, Ireland and Northern Ireland on a map of the United Kingdom.
To understand the difference between the United Kingdom, Great Britain, and the British Isles.
To locate the River Skerne and River Tees on a map of Darlington.
To locate key rivers (Tyne, Ouse, Trent, Thames) of the United Kingdom.
To identify the changes of vegetation across the United Kingdom and locate Green Belts on a map of the United Kingdom.
To locate the cities of Edinburgh, Manchester, Leeds, Sheffield, Newcastle and York on a map of the United Kingdom.

The World

Locate and explain the significance of latitude and longitude and the Prime Greenwich Meridian.
Describe how physical and human processes give a continent its unique characteristics:
To locate the Equator, North Pole and South Pole, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, The Artic and Antarctica circles.
To know the understand the significance of the Equator, North Pole and South Pole, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, The Artic and Antarctica circles.
To locate and explain the significance of latitude, longitude and the Prime Greenwich Meridian.
To be able to identify a continent based on an aerial photograph and describe its unique characteristics.
To locate the countries of Europe (Russia, Germany, France, Italy, Spain, Greece, Ukraine, Poland, Norway, Sweden, Iceland and Turkey).
To locate the countries of North America (United States, Mexico, Canada, Greenland, Cuba and Costa Rica).
To locate the countries of South America (Brazil, Argentina, Colombia, Peru, Uruguay, Chile, Paraguay, Bolivia, Ecuador, and Venezuela).

Darlington

Explain how things changes by referring to the physical and human features of the landscape: To describe how changes in the local environment (Darlington) can affect the lives and activities of people living there.
To explain how features of the human and physical environment have changed overtime within the local area.

Compare and Contrast

Describe and explain similarities and differences of a region of a European country and a region or area within North and South America: To make comparisons between geographical features in the United Kingdom andSouth America.
To compare and contrast areas of vegetation and biomes in South America.
To compare and contrast how South America (in particular Brazil) have capitalised on their physical and human features.

Map Skills

Produce own scaled maps.
Use four and six figure grid references to locate features on an Ordnance Survey or world map.
Compare land use and geographical features on different types of maps:
To produce a scaled map of the school environment.
To use a range of maps to find out about places (Darlington, England and the seven continents), locate geographical feature and compare land use.
To use an OS map to locate and name geographical features in the local environment (Darlington).
To use four and six figure grid references to locate geographical features on an OS and world map.
To plot routes on a map or globe from Darlington (The United Kingdom) to countries in South America and Asia identifying countries or significant landmarks that are passed.

Climate

The Weather and Climate

Describe how weather and climate effects land use and food production: To describe and explain how the climate of a South America is linked to the distribution of natural resources and tourism and how it effects land use and food production.

Human and Physical Geography

The Human and Physical Environment

Describe how human activity has impacted upon and/or changed the physical and human characteristics of the world.
Recognise and describe the physical and human features of places, appreciating the importance of wider geographical location in understanding places:
To compare human and physical features from the local environment with those found in South America.
To describe and compare different features of human and physical geography in South America and appreciate the importance of the wider geographical location.
To describe how physical and human activity has influenced and/or changed the physical and human characteristics of South America.

Geography Skills and Fieldwork

Vocabulary

Ask and answer geographical questions using correct geographical vocabulary: To ask and answer questions about places, environments and geographical issues and provide reasons for their observations and views using correct geographical vocabulary.
To recognise that people may hold different views to themselves and others.

Research, Fieldwork and Data Analysis

Use search engines, index, contents and other research techniques to locate and interpret information.
Choose the best method of recording, observations and measurements, including sketch maps, plans, graphs and digital technologies.
Suggest sources for finding data related to a task and analyse data collected to draw conclusions about a place or geographical issue:
To collect, organise and analyse data from first hand observations and second-hand sources, identifying and analysing patterns, suggesting reasons for them and drawing conclusions.
To locate and use first hand and secondary information sources to find data related to a task.
To use search engines, index, contents and other research techniques to locate and interpret information.
To observe, measure and record the human and physical features in the local area responding to a range of geographical questions.
To propose geographical investigation questions and collect evidence to answer them.
To choose the best method of recording observations and data.

Changes Overtime and Sustainability

Processes, Patterns and Changes Overtime

Explain what physical and human processes may have occurred in a place by studying an aerial image of it.
Respond to and ask relevant questions about patterns in the landscape and make appropriate observations on the location of features, relative to others:
To describe and explain how physical and human processes have changed the characteristics of an environment.
To ask and answer simple geographical questions regarding geographical patterns and offer clear explanations for why they appear.
To make appropriate observations on the location of features relative to others.

Sustainability and the Environment

Explain the effect of commercial and industrial activity on the environment and suggest ways to improve it.
Discuss and comment on a range of views people hold about environmental interaction and change:
To explain how people, try to sustain the environment.
To understand what sustainability is.
To explain the effect of pollution,commercial and industrial activity on the environment and suggest ways to improve it.
To discuss the views people, hold about environmental interaction and change.

Year 6

Locational Knowledge

The United Kingdom

Describe in detail some of the largest cities of the United Kingdom, taking into account population, economic activity and transport systems: To understand the difference between the United Kingdom, Great Britain, and the British Isles.
To locate the cities of Edinburgh, Manchester, Leeds, Sheffield, Newcastle and York on a map of the United Kingdom.
To compare the cities of Edinburgh, Manchester, Leeds, Sheffield, Newcastle and York in regards to population, economy, activity and transport systems.

The World

Explain how climate zones, biomes and vegetation belts affect the physical and human features of a place in the world: To locate and explain the significance of latitude, longitude and the Prime Greenwich Meridian.
To locate the countries of Europe (Russia, Germany, France, Italy, Spain, Greece, Ukraine, Poland, Norway, Sweden, Iceland, Turkey, Finland, Denmark, Portugal, Austria, Belarus and Romania).
To locate the countries of North America (United States, Mexico, Canada, Greenland, Cuba, Costa Rica, Dominican Republic, Panama, Guatemala).
To locate the countries of South America (Brazil, Argentina, Colombia, Peru, Uruguay, Chile, Paraguay, Bolivia, Ecuador, and Venezuela).
To understand there are 4 major climate zones (tropical, subtropics, temperature and cold) and explain what a climate zone is.
To understand there are seven main biomes (temperate deciduous forest, rainforest, shrub land, coniferous forest, grassland, tundra and desert) and explain what a biome is.
To understand and explain what a vegetation belt is.
To locate climate zones, biomes and vegetation belts on a world map.
To explain how the climate zone, biome and vegetation of a place in the world affects its physical and human features.

Darlington

Explain how physical and human processes lead to diversity and changes in places: To explain how features of the human and physical environment have changed overtime within the local area.
To explain how physical and human processes lead to diversity and changes in the local environment (Darlington).

Compare and Contrast

Compare and contrast areas of the UK and the wider world by analysing the geographical features on a range of maps, including digital/computer mapping: To make comparisons between geographical features in the United Kingdom and Antarctica.
To compare and contrast areas of vegetation and biomes in Antarctica and North America.
To compare and contrast how North America have capitalised on their physical and human features.

Map Skills

Produce accurate scales maps.
Plot a route on a map, globe or satellite image, suggesting the fastest route from one place to another and the most effective mode of transport.
Use the web and satellite mapping tools to find out and present geographical information about a place:
To produce accurate scaled map of the school environment.
To use a range of maps and satellite mapping tools to find out about places (Darlington, England and the seven continents), locate geographical feature and compare land use.
To use four and six figure grid references to locate geographical features on an OS and world map.
To plot routes on a map, globe or satellite image, from Darlington (The United Kingdom) to countries in North America and Antarctica, suggesting the fastest route from one place to the other and the most effective mode of transport.

Climate

The Weather and Climate

Describe how climate, ecology and people are affected by cold, and describe the freezing and thawing process.
Explain how extreme climates affect the lives of people living there and the human and physical geography:
To describe and explain how the climate of Antarctica is linked to the distribution of natural resources and tourism and how it effects land use and food production.
To describe how climate, ecology and people are affected by cold.
To describe the freezing and thawing process.
To explain how extreme climates, affect the lives of people living there and the human and physical geography of the environment.

Human and Physical Geography

The Human and Physical Environment

Describe how physical and human processes can lead to similarities and differences in the environments of places and in the lives of people who live there.
Explain how time zones of different countries around the world affect the human and physical geography of a place.
Describe the environmental regions, key human and physical characteristics, countries and major cities of Europe, North and South America:
To compare human and physical features from the local environment with those found in North America/Antarctica.
To describe and compare different features of human and physical geography in North America/Antarctica, appreciate the importance of the wider geographical location and the effect on the lives of people who live there.
To describe how physical and human activity has influenced and/or changed the physical and human characteristics of North America / Antarctica.
To explain how time zones of different countries around the world affect the human and physical geography of a place.
To describe the key human and physical characteristics of Europe, North and South America.

Geography Skills and Fieldwork

Vocabulary

Present findings both graphically and in writing using appropriate vocabulary: To ask and answer questions about places, environments and geographical issues and provide reasons for their observations and views using correct geographical vocabulary.
To recognise that people may hold different views to themselves and others.
To present findings both graphically and in writing using appropriate vocabulary.

Research, Fieldwork and Data Analysis

Describe and explain geographical processes observed including taking accurate measurements and representing these in text, graphs and spreadsheets.
Analyse and present more complex data, from different sources, suggesting reasons why it may vary.
Use search engines, index, contents and other research techniques to locate and interpret information.
Identify gaps in information collated and suggest ways of finding it:
To collect, organise and analyse more complex data from first hand observations and second-hand sources, identifying and analysing patterns, suggesting reasons for them and drawing conclusions.
To locate and use first hand and secondary information sources to find data related to a task.
To use search engines, index, contents and other research techniques to locate and interpret information.
To identify gaps in information collated and suggests ways of finding it.
To describe and explain geographical processes by taking accurate measurements and representing these in writing, graphs and spreadsheets.
To propose geographical investigation questions and collect evidence to answer them.
To choose the best method of recording observations and data.

Changes Overtime and Sustainability

Processes, Patterns and Changes Overtime

Identify geographical patterns on a range of scales: To describe and explain how physical and human processes have changed the characteristics of an environment.
To ask and answer simple geographical questions regarding geographical patterns and offer clear explanations for why they appear.
To make appropriate observations on the location of features relative to others.
To identify geographical patterns on a range of scales.

Sustainability and the Environment

Evaluate the effectiveness and impact of environmental schemes in place to sustain or improve the environment.
Recognise that different values and attitudes including their own result in different approaches to environmental interaction and change:
To explain the effect of pollution, commercial and industrial activity on the environment and suggest ways to improve it.
To discuss the views people, hold about environmental interaction and change and recognise how they result in different approaches.
To evaluate the effectiveness of environmental schemes in place to sustain the environment.

Privacy Policy

We regard your privacy as important and any personal information you give to us will be used in accordance with the Data Protection Act 1998 and the General Data Protection Regulations.

We do not store personal information about individuals who visit this site except where they provide contact information via our contact us page and contact forms available on various pages throughout the website.

Any information you provide will only be used for the reasons specified and it will not be shared with any third party without your consent, unless required by law.

Your contact details are kept securely and are only accessed by authorised members of staff as part of the provision of school services. If you do not wish us to keep this contact information please tell us.

This website uses Google Analytics which provides statistical data about the usage of the site. This information is not used to identify individuals, but is collected to provide us with an understanding of the areas of interest on our site and how our site is being used.

If you are connected to the internet you will have an IP Address. This may take the form of a figure, such as 333.333.22.1. The address will be automatically collected and logged as part of the connection of your computer to our web server and may be used to determine the total number of visits to each part of the site. This data is not collected and used for other purposes.

This website contains links to other websites. The School is not responsible for the privacy practices of other sites or organisations and recommends you consult the privacy information on those sites.

This policy will be reviewed and updated versions will be posted on the website.

If you have any questions about the use of your personal information, the Information Commissioner is the independent regulator for both Data Protection and Freedom of Information.

Admissions Consultation

Consultation on the Arrangements for Admission of Pupils to School in 2023-24

Corporation Road Primary School is undertaking a consultation exercise on the arrangements for the admission of pupils to school from September 2020.

The detailed proposals may be viewed from here

Written comments or queries about the proposals in the consultation can be made using the form on the admissions page

Comments and queries arising from the proposal will also be forwarded to Darlington Council’s Admissions Service, who administer the allocation of places on the school’s behalf.

The consultation opens on Monday 1st November and will end on Friday 10th December 2021.