This half term we are learning about...

Amelia Earhart



 Occupation: Aviator

  • Born: July 24, 1897 in Atchison, Kansas
  • Died: She disappeared on July 2, 1937 over the Pacific Ocean. She was declared dead on January 5, 1939
  • Best known for: Being the first woman to fly solo across the Atlantic Ocean

Where did Amelia Earhart grow up?

Amelia Earhart was born on July 24, 1897 in Atchison, Kansas. Her father, Edwin, was a lawyer who worked for the railroad. She spent a lot of her childhood playing with her younger sister Muriel.

Growing up Amelia and her sister had all sorts of adventures. They collected insects and frogs. They liked to play sports including baseball and football. Amelia even learned to shoot a .22 rifle and used it to kill rats in her Dad's barn.

Amelia's first "flight" was when she was just seven years old. With the help of Muriel and her uncle she made a homemade roller coaster. After crashing dramatically she told her sister that it "was just like flying".

When Amelia was eleven years old, in 1908, she saw one of the Wright Brothers first airplanes at the Iowa State Fair. She had no interest in flying and didn't think much of the plane at the time.

Before Flying

After graduating from high school, Amelia wasn't sure what she wanted to do. She first went to the Ogontz School in Pennsylvania, but dropped out to become a nurse's aide tending wounded soldiers from World War I. Then she studied to become a mechanic, but soon was back in school studying for a career in medicine. Eventually she decided to go into medical research. That is, until she took her first plane flight.

First Time Flying

On December 28, 1920 Amelia and her father visited an air show in California. Amelia went on her first plane flight that day. She later said that "I knew I had to fly" as soon as the plane was just a few hundred feet off the ground.

Amelia worked hard and, together with some money from her mother, she was able to pay for flying lessons. Eventually she purchased her own plane. A bright yellow airplane she nicknamed the "Canary". She also got her pilot's license and set a new altitude record for female pilots of 14,000 feet.

Amelia became only the second person after Charles Lindbergh to successfully fly across the Atlantic Ocean solo. She received many awards including becoming the first woman to receive the Distinguished Flying Cross from Congress.


Amelia continued to fly over the next several years. She broke many records including being the first person to fly solo from Hawaii to California. Amelia wrote and gave speeches about flying and women's rights.

World Flight

Although she was the most famous woman pilot in the world, Earhart wasn't satisfied and wanted to be the first woman to fly around the world. On June 1, 1937 Amelia and Fred Noonan, her navigator, took off from Miami, Florida. They flew a number of flights, eventually getting all the way across Africa and Asia to New Guinea in the South Pacific. On July 2nd they took off from New Guinea to fly to Howland Island in the Pacific Ocean, but they were never seen from again.

Amelia Disappears

The United States government searched for Amelia and her plane for several weeks, but they could not find them. There have been a lot of theories about what happened to the flight, but no one really knows and her plane has never been found.

Fun Facts about Amelia Earhart

  • Amelia went by the nicknames Meeley and Millie. Her sister Muriel was called Pidge.
  • She married her book publisher, George Putnam, in 1931.
  • When Amelia landed in Ireland after her solo Atlantic flight, the farmer asked her where she was from. When she answered that she was from America, he wasn't quite sure he believed her.
  • Howland Island is a mile and a half wide and one mile long. It is located in the Pacific Ocean 2,556 miles from New Guinea. A lighthouse was built to the memory of Amelia Earhart on Howland Island.
  • In 1935 she became the first person to fly solo from Los Angeles to Mexico City and from Mexico City to Newark, New Jersey.


In Geography lessons children will be taught:

Locational Knowledge
- Locate the world’s countries, using maps to focus on Europe and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities.
- Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns: and understand how some of this aspects have changed over time.
- Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic, Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).

Place Knowledge— understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country and a region within North or South America.

Human and Physical Geography—describe and understand the key aspects of:
- physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
- human geography, including types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.

Geography Skills and Fieldwork
- use maps, atlases, globes and digital / computer mapping to locate countries and describe features studied.
- use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of an Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world.
- use fieldwork to observe, measure, record and present the human and physical features.


Purpose of study

A high-quality geography curriculum will inspire pupils curiosity and fascination about the world and its people. It will equip pupils with knowledge about diverse places, people, resources and natural and human environments, with a deep understanding of the Earth’s key physical and human processes. Geography should help deepen their knowledge and understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and changed over time.

The national curriculum for geography aims to ensure that all pupils:
* develop contextual knowledge of the location of globally significant places, both terrestrial and marine. This includes their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
* understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time. * are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
- communicate geographical information in a variety of ways, through maps, numerical and quantitative skills and writing at length.

At Airedale Juniors we aim to ensure Geography provokes and answers questions about the natural and human world, using different scales of enquiry to view them from different perspectives. It develops knowledge of places and environment throughout the world, an understanding of maps, and a range of investigative and problem solving skills both inside and outside the classroom. As children study geography, they encounter different societies and cultures. It can inspire them to think about their own place in the world, their values and their rights and responsibilities to other people and for our planet as a whole.