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Explore geography in Year 3 with Gina: rivers and the water cycle, maps, scale and land use, from river source to mouth, and more.
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A river flows through a drainage basin, generally from higher ground towards its mouth. Tributaries join larger channels. Evaporation, condensation and precipitation are parts of the water cycle; water also flows over land, soaks into soil and moves underground.
Try it: Trace a river in an atlas and explain several possible routes for a raindrop.
Map scale connects a map distance to a real distance. Land use describes how people use land, such as housing, farming or recreation. A map or photograph can provide evidence, but its date and level of detail affect what it shows.
Try it: Map nearby land uses and compare them with an older map if available.
A river flows downhill under gravity from higher land towards a lake, another river or the sea. Its source is where it begins and its mouth is where it enters a larger body of water. Tributaries join a main river.
Try it: Trace a river route on a reliable map.
Flowing water can wear away material, carry it and drop it elsewhere. These processes are erosion, transport and deposition. Changes depend on flow, material and conditions. A diagram simplifies a river; real rivers vary.
Try it: Draw a labelled process sequence without experimenting near real flowing water.
A settlement is a place where people live. Water, land, resources, routes and safety can influence its location. Reasons change over time. No single factor explains every town, and present-day needs may differ from the original reasons for settlement.
Try it: Choose an imaginary settlement site and explain two reasons.
Land use describes how an area is used, such as housing, farming, industry or recreation. Uses can change and may conflict. A map or survey can record categories, but explain your classification rules. Different users may value the same space differently.
Try it: Map imaginary land uses with a clear key.
A map scale links map distance with real distance. Use the stated scale and consistent units. A straight-line distance may differ from a route along roads or paths. Estimates should be labelled as estimates.
Try it: Draw a small plan with a simple stated scale.
A region is an area identified for a purpose, such as a climate zone or administrative area. Choose questions and compare reliable maps, images and data. Separate observations from conclusions. A region contains variety rather than one identical way of life.
Try it: Research one region with an adult using two reliable sources.
A fieldwork record should show what was observed, where, when and how. Use consistent categories. A chart can summarise counts, while notes explain unusual observations. Small samples have limits and should not be presented as universal facts.
Try it: Present a safe adult-led observation as a chart and one cautious conclusion.
Each chapter brings together teaching, an example, practice and a practical discovery. Use the material with discussion and suitable offline activities. Choose a comfortable starting point and revisit explanations as needed.
Open this subject in the Academy for Gina’s explanations, examples and activities. The Academy supports shared learning and practical work; it is not independently certified as a complete home-education curriculum.
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Heartwing AcademyExplore maths in Year 1 with Gina: counting and place value, addition, subtraction and number bonds, sharing and equal groups, and more.
Explore →Heartwing AcademyExplore maths in Year 2 with Gina: tens, ones and ordering, adding and subtracting in steps, multiplication and division, and more.
Explore →Heartwing AcademyExplore maths in Year 3 with Gina: hundreds and place value, addition and subtraction with exchange, multiplication and division strategies, and more.
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