Geography
BackCurriculum Long Term Overview
Intent: Our carefully sequenced Geography curriculum aims to inspire all pupils to succeed and have curiosity and fascination about the world and its people. It maximises outcomes for every pupil by ensuring an accessible, challenging curriculum personalised to the needs of our learners. It enhances children’s cultural capital and allows them to apply their knowledge through local study and the world around them.
As a result of this, they will:
- Increase and develop their geographical skills, concepts, knowledge and attitudes
- Develop their contextual knowledge of places in the world
- Increase their understanding of physical and human geography and why they are significant
- Develop and use their skills in data handling, interpretation and communication
- Develop a sense of identify through learning about the world around them
- Have a seamless transition from Primary to Secondary Phase
Whole School thread:
- i) Understand the earth's key physical and human process and how these have changed over time
- ii) Key similarities and differences between different globally significant places
- iii) The impact humans have on the planet
|
Year Group |
Term |
Implementation (how) Skills |
Intent (what)
Knowledge ‘Needs to know’ |
Key vocabulary |
|
EYFS |
Term 1 Marvellous Me and Let’s Celebrate British Value: Individual liberty, mutual respect and tolerance Links with History |
Using maps/ Map knowledge To use simple maps to identify where we live. To use maps of my immediate environment to find out more about it
Geographic enquiry To describe the features of my immediate environment in detail To discuss different people and places.
|
Key similarities and differences between different globally significant places. They know about similarities and differences between themselves and others, and among families, communities and traditions.
The impact humans have on the planet Children know about similarities and differences in relation to places, objects, materials and living things.
Understand the earth's key physical and human process and how these have changed over time They talk about the features of their own immediate environment and how environments might vary from one another.
|
Season; Spring, Summer, Autumn, Winter Weather; sunshine, rain, wind, fog, snow, overcast. House Flat Apartment Park Road Shops Places of worship Community centre Office Environment Maps Countries City Town Village Countryside Beach Forest Earth North Pole South Pole |
|
Term 2 Winter Wonderland and The Great Outdoors British Value: Individual liberty, mutual respect and tolerance Links with History |
Using maps/ Map knowledge To use maps and non-fiction texts to find out about other countries
Drawing maps To describe life in different countries To compare living in this country and living in another country
Geographic enquiry To compare similarities and differences between different religions and cultures |
Key similarities and differences between different globally significant places. • The capital city of the country I live in • The names of different countries around the world • Different countries have different key features • How countries are connected • People in different countries have di different customs and traditions • People I know have different customs and traditions • How to travel between countries
The impact humans have on the planet The key features of different climates around the world
Understand the earth's key physical and human process and how these have changed over time The different key features of cities, towns and villages
|
Weather Near Far Next to North Pole South Pole Season Shop Sea Ocean Ferry |
|
|
Y1 |
Term 1 Towers, Tunnels & Turrets British Value: Rule of Law, Individual liberty, mutual respect Links with History |
Geographic enquiry To make observations about where things are.
Using maps/ Map knowledge To use a simple picture map to move around the school To recognise that it the map is of Warwick. To learn names of some places within/around the UK.
Direction/ Location To follow directions (Up, down, left/right, forwards/backwards)
Representation To make simple maps of the local area with basic symbols in a key eg, a map of the school. To use own symbols on imaginary map.
Drawing maps Draw picture maps of imaginary places and from stories
|
Locational knowledge Key similarities and differences between different globally significant places Locate and investigate the local environment using a range of resources (including maps and aerial photographs). Investigate their surroundings: Make observations about where things are e.g. within Aylesford School, own address and in Warwick. Use maps to locate the UK and where we live. Find where Warwick is on a map of the United Kingdom. To know about places within the UK (Warwick, Kenilworth, Coventry, cites and countries in the UK.)
Name, locate and identify characteristics of the 4 countries & capital cities of UK, local landmarks (Warwick and Kenilworth castle) |
River (Avon) City Town Village Farm Factory House Beach Cliff Coast Forest Hill Mountain Sea (Re-cap from EYFS) Ocean (Re-cap from EYFS) River Soil Valley Vegetation seasonal weather (Re-cap from EYFS) office port harbour shop (Re-cap from EYFS) |
|
Term 2 To Infinity & Beyond British Value: Individual liberty, mutual respect Links with History |
Geographic enquiry To ask and respond to simple closed questions. To use information books/pictures as sources of information. To make observations
|
Human and physical geography Understand the earth's key physical and human process and how these have changed over time Identify seasonal and daily weather patterns in the UK* (c/c science) Keep a weather chart and answer questions about the weather. Identify similarities and differences in hot and cold weathers (UK and Kenya) Identify how the weather changes throughout the year and to name the seasons.
|
Spring Summer Autumn Winter Equator Physical features Human features |
|
|
|
Term 3
Paws, claws and whiskers
British Value: Individual liberty, mutual respect and Tolerance Links with History |
Geographic enquiry/ Using maps To use aerial photographs of the local area to identify key landmarks e.g. school, park, town centre.
Representation To make simple maps of the smaller are of the UK with basic symbols in a key eg, a map of Borth (Wales)
Map knowledge/ Scale and distance To identify similarities and differences between the local area and a smaller area of the UK To use relative vocabulary
Direction/ Location Follow directions (Up, down, left/right, forwards/backwards)
|
Place knowledge The impact humans have on the planet Understand geographical similarities and use relative vocabulary such as bigger/smaller, Like/dislike to compare and make differences between the local area and a smaller area of the UK - Warwick (town) and Borth in Wales (village) C/C – science: animals and habitats
Fieldwork and observational skills to study the geography of school and grounds.
|
Soil Bigger/smaller Like/dislike Population Sand dunes Cliffs Erosion Rock pools Reef Mountains Location Map Atlas Up Down Left right
|
|
Y2 |
Term 1 Land Ahoy! British Value: Individual liberty, Rule of Law Links with History
|
Geographical enquiry To use a range of sources of information. (NF books, stories, atlases, pictures/photos and internet) To make simple comparisons between features of different places. To investigate surroundings
Direction/Location To follow directions
Drawing Maps To draw a map of a real or imaginary place (pirate maps)
Representation To begin to understand the need for a key. To use class agreed symbols to make a simple key.
Using maps To follow a route on a map. To use an infant atlas to locate places.
Scale/Distance
To begin to spatially match places (e.g. recognise UK on a small scale and larger scale map)
Map knowledge To locate and name on UK map major features (e.g. London, River Thames, home location, seas.)
Style of map To find land and sea on a globe. To use an atlas.
|
Place knowledge Understand the earth's key physical and human process and how these have changed over time *Name & Locate 7 continents & 5 oceans *Surrounding UK seas & North/South Pole *Atlases *Compass directions Use maps and non-fiction books as sources of information.
Locational knowledge Key similarities and differences between different globally significant places The location of hot and cold countries in relation to the equator and North and South Poles. (c/c science)
|
Country Poles Beach Coast Forest Hill Sea Cliffs (Repeat from Y1) Mountains (Repeat from Y1) Ocean Valley Port Harbour North East South West continent
|
|
Term 2 Where my wings take me
British Value: Individual liberty, mutual respect. Links with History |
Geographical enquiry To ask simple geographical questions about To make appropriate observations about why things happen. To use a range of sources of information. (NF books, stories, atlases, pictures/photos and internet) To make simple comparisons between features of different places.
Drawing Maps To draw a map of a real or imaginary place. (e.g. add detail to a sketch map from aerial photograph) To use a plan view.
Representation To begin to understand the need for a key. To use class agreed symbols to make a simple key.
Using maps To use an atlas. To follow a route on a map
Perspective To make a plan view map.
Style of map To use large scale OS maps. Use teacher drawn base maps
|
Human and physical geography Understand the earth's key physical and human process and how these have changed over time Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.
Place knowledge Key similarities and differences between different globally significant places Similarities and differences of Human & Physical geography of small UK area & China (non-European country) World maps, atlases and globes
To use teacher drawn base maps to follow.
|
beach cliff coast forest hill mountain sea ocean river soil valley vegetation weather country location locate
|
|
|
Y3 |
Term 1 Stone Age – Iron Age
British Value: Mutual respect Links with History |
Geographical enquiry To use sources of information. (NF books, stories, atlases, pictures/photos and internet) To analyse evidence and begin to draw conclusions (e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations.) |
Human and physical geography Understand the earth's key physical and human process and how these have changed over time Skara Brae Place knowledge Discuss settlements - Neolithic settlement
Locational knowledge The impact humans have on the planet (farming community)
|
Barrow Henge Flint stone Geophysics Climate Europe Asia Sedentary Settlement wetland |
|
Term 2
What makes the Earth angry?
British Value: Tolerance Links with History |
Geographical enquiry To begin to ask/initiate geographical questions. To investigate places and themes at more than one scale. To begin to collect and record evidence.
Direction/Location To use 4 compass points to follow/give directions. To use letter/no. co-ordinates to locate features on a map. To begin to match boundaries (E.g. find same boundary of a country on different scale maps.)
Map knowledge To begin to identify points on maps (A,B and C)
Style of map To use large scale OS maps. To use map sites on internet and atlases. To identify features on aerial/oblique photographs.
|
Human and physical geography Understand the earth's key physical and human process and how these have changed over time Locate the world’s countries *Physical and human characteristics *Volcanoes and earthquakes -Ring of fire - Mount Vesuvius *Longitude & Latitude - Locate volcanoes
|
Active Dormant Extinct Pompeii Volcano Ash Eruption Erupt Debris Magma Crust Ring of Fire Tectonic plates Ash clouds Plate boundaries North-East North-West South-East South-West
|
|
|
Term 3 Pharaohs British Value: Rule of law Links with History |
Drawing Maps To make a map with features (of a short route experienced, with features in correct order). To try to make a simple scale drawing.
Representation To know why a key is needed. To use standard symbols.
Using maps To locate places on larger scale maps e.g. map of Europe. Follow a route on a map with some accuracy. (e.g. whilst orienteering)
Perspective To draw a sketch map from a high view point. |
Locational knowledge Key similarities and differences between different globally significant places Locate the world’s countries *Longitude & Latitude *Compare Egypt & UK -Weather
Human and physical geography The impact humans have on the planet
|
River Nile Africa North-East (repeat from Term 1) Pyramid Desert Climate Cairo |
|
|
Y4 |
Term 1 Scrumdidilyumptious British Value: Mutual respect, Tolerance, Rule of Law, Democracy Links to History |
Geographical enquiry To ask and respond to questions and offer their own ideas. To collect and record evidence with some aid To analyse evidence and draw conclusions (e.g. make comparisons between locations photos/pictures/ maps)
Drawing Maps To make a map of a short route experienced, with features in correct order;
Representation To know why a key is needed. To recognise symbols on an OS map
Using maps To locate places on large scale maps, (e.g. use a globe) To follow a route on a large scale map
Scale/Distance To match boundaries (E.g. find same boundary of a county on different scale maps.)
Perspective To draw a sketch map from a high view point.
Map knowledge To identify significant places and environments
|
Human and physical geography Understand the earth's key physical and human process and how these have changed over time *Physical and human characteristics- South America: Brazil Maps *Local environmental study
Locational knowledge Key similarities and differences between different globally significant places *Locate the world’s countries- North and South America *Climate zones, biomes and vegetation belts (c/c science)
Place knowledge The impact humans have on the planet Trade links – fair trade Air miles, economy
|
Community Society / Class system Economy Trade links Cooperative Climate zones, biomes vegetation belt deforestation, urbanisation, Humility, rainfall Physical (Repeat from Y1) Human (Repeat from Y1)
Biomes: • desert • alpine • temperate forest • deciduous forest • rainforest • savannah • desert • grassland • tundra
|
|
Term 2 Gods & Mortals British Value: Democracy, Rule of law, individual liberty Links to History |
Direction/Location To use 4 compass points well: To use 8 compass points; To use co-ordinates to locate features on a map confidently.
Drawing Maps To make a simple scale drawing.
Representation To recognise symbols on an OS map
Style of map To use large and medium scale OS maps. To use map sites on internet and atlases. |
Human and physical geography Understand the earth's key physical and human process and how these have changed over time Human and physical features of Greece. Compare with the UK.
Place knowledge Key similarities and differences between different globally significant places *Compare Greece & UK *4-figure grid references
|
Grid References Symbols Map Monuments Eastery Northany Man-made Natural Greece
|
|
|
|
Term 3
Burps, bottoms and bile |
Geographical enquiry To use satellite images, aerial photographs To investigate places and themes at more than one scale
Representation To know why a key is needed.
Using maps To follow a route on a large scale map
Perspective To draw a sketch map from a high view point.
Style of map To use map sites on internet. To identify features on aerial/oblique photographs. |
Human and physical geography Understand the earth's key physical and human process and how these have changed over time *Water cycle & rivers (create water cycle on the window) *Topographical features Locational knowledge Name and locate UK mountains and how they have changed. Research the physical geography of them.
Place knowledge The impact humans have on the planet *Distribution of natural resources including energy, food, minerals & water
|
Water Cycle estuary stream precipitation evaporation condensation transpiration infiltration ground run-off degrees, temperature: Celsius, Fahrenheit Summit Slope Gorge Caves Arches Stacks Stumps Erosion |
|
Y5 |
Term 1 Revolting Romans
British Value: Democracy, Individual liberty, mutual respect Links with History |
Geographical enquiry To suggest questions for investigating. To use primary and secondary sources of evidence in investigations.
Representation To draw a sketch map using symbols and a key; To use/recognise OS map symbols.
Style of map To use index and contents pages within atlases. Direction/Location To use 4 figure co-ordinates to locate features on a map.
|
Locational knowledge Understand the earth's key physical and human process and how these have changed over time Locate the world’s countries *UK cities *Maps, atlases *4-figure grid reference-Ordinance survey
Place knowledge *Compare Rome & UK
|
Human (Repeat from Y1,4) Physical (Repeat from Y1,4) Bath – Aquae Sulis Chester - Deva St Albans - Verulamium Exeter - Isca Dorchester - Durnovaria Dover - Dubris London - Londinium Lincoln - Lindum York – Eboracum Settlement Supply Fertile soil Harbour (Repeat from Y2) defend |
|
Term 2
If the world was a village British Value: Democracy, Rule of Law, individual liberty, mutual respect and Tolerance
|
Geographical enquiry To use primary and secondary sources of evidence in their investigation To investigate places with more emphasis on the larger scale; contrasting and distant places To collect and record evidence unaided To analyse evidence and draw conclusions e.g. compare historical maps of varying scales e.g. temperature of various locations - influence on people/everyday life
Using maps To compare maps with aerial photographs. To select a map for a specific purpose. (E.g. Pick atlas to find Taiwan, OS map to find local village.) To use atlases to find out about other features of places. (e.g. find wettest part of the world)
Style of map To identify significant places and environments. To use medium scale land ranger OS maps.
|
Locational knowledge *Equator *Northern & Southern Hemisphere
Place knowledge Key similarities and differences between different globally significant places Compare to key places in the UK
Human and physical geography The impact humans have on the planet North & South America – Mexico environmental regions, key physical and human characteristics.
|
North, South, Central America Manaus (city) Global village Possessions Population Amazon (Repeat from Y4) Rainforest (Repeat from Y4) Native Central America Mexico Spanish
|
|
|
Term 3 Traders & Raiders British Value: Democracy, Rule of Law Links with History
|
Geographical enquiry To analyse evidence and draw conclusions e.g. compare historical maps of varying scales e.g. temperature of various locations - influence on people/everyday life
Direction/Location To use 8 compass points;
Drawing Maps To begin to draw a variety of thematic maps based on their own data.
Scale/Distance To measure straight line distance on a plan. To find/recognise places on maps of different scales. (E.g. river Nile.)
Perspective To draw a plan view map with some accuracy.
Map knowledge To identify significant places and environments
|
Locational knowledge Understand the earth's key physical and human process and how these have changed over time *Digital mapping - identify patterns of historical settlement using maps; *8-points of compass (describe directions of travel using the eight compass points.) *Field work *Grid references, incl Ordance Survey In Saxon times Great Britain was divided into kingdoms. use an atlas to find a route between two places.
Human and physical geography The impact humans have on the planet Types of settlement and land use (link to Year 3 learning on Settlements – Skara Brae
*Economic activity including trade links
|
Settlement Economic Trade Scotland (Repeat from Y1) agriculture Early Settlers
|
|
|
Y6 |
Term 1 Fallen Fields British Value: Democracy, Rule of Law, Individual liberty, mutual respect Links with History
|
Geographical enquiry To suggest questions for investigating
To use primary and secondary sources of evidence in their investigations.
To investigate places with more emphasis on the larger scale; contrasting and distant places
Maps To confidently use an atlas.
Map knowledge To confidently identify significant places and environments.
Using maps To locate places on a world map. To use atlases to find out about other features of places. (e.g. mountain regions, weather patterns)
Style of map To confidently use an atlas. To recognise world map as a flattened globe |
Locational knowledge Understand the earth's key physical and human process and how these have changed over time Locate the world’s countries
Human and physical geography The impact humans have on the planet *Europe incl Russia *Counties & Cities of UK
|
decolonization Invade Neutral countries Allies countries Axis countries Axis-controlled countries English Channel:
|
|
|
Term 2
Darwin’s delights
British Value: Individual liberty, mutual respect
|
Direction/Location To use 8 compass points confidently and accurately; To use 4 figure co-ordinates confidently to locate features on a map. To begin to use 6 figure grid refs; use latitude and longitude on atlas maps.
Representation To use/recognise OS map symbols; To use atlas symbols.
Style of map To use OS maps. Map knowledge To confidently identify significant places and environments.
|
Locational knowledge Key similarities and differences between different globally significant places *Arctic & Antarctic Circles *Tropics of Cancer & Capricorn
Place knowledge North America- Amazon Rainforest
Human and physical geography The impact humans have on the planet (c/c science) Rainforest
|
Amazon Rainforest:
Climate zones:
Biomes (repeat from Yr4):
Tropic of cancer Tropic of Capricorn climate change global warming deforestation biodiversity ecosystem vegetation (Repeat from Y4) River Amazon Fairtrade
|
|
|
Term 3
|
Geographical enquiry To collect and record evidence unaided
To analyse evidence and draw conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it.
Drawing Maps To draw a variety of thematic maps based on their own data. To begin to draw plans of increasing complexity.
Using maps To follow a short route on an OS map. Describe features shown on OS map.
Scale/Distance To use a scale to measure distances. To draw/use maps and plans at a range of scales.
Perspective To draw a plan view map accurately.
|
Locational knowledge Key similarities and differences between different globally significant places *Prime/Greenwich Meridian & time zones |
Texas Time zones spatial variation vegetation 6 figure grid reference Ordnance Survey Geographical Information Systems |