Geography

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

Name and describe people who are familiar to them.
Draw information from a simple map.

Recognise some similarities and differences between life in this country and life in other countries.

Geography: People, Culture and Communities
Know that families in other countries across the world engage in similar activities to their own family. Know some differences.

Children will know that there are many countries around the world.
Children will begin to make maps.

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

Recognise some environments that are different from the one in which they live.

Geography: People, Culture and Communities
Recognise some environments that are different to the one in which they live e.g., Antarctica.
Make observations or find information about different locations and places.
Recognise, know, and describe features of different places. Look closely at similarities and differences.

Geography: People, culture and Communities
Know that features of their immediate environment can be represented with objects and on paper e.g., classroom maps.
Know common signs and logos.
Respect

Weather

Near

Far

Next to

North Pole

South Pole

Season

Shop

Sea

Ocean

Ferry

Term 3

Buzzing Around
Over and Under the Sea

Geography: People, Culture and Communities
Draw information from a simple map and identify landmarks of our local area walk. Comment and ask questions about the different parts of the local community. E.g., weather, park, house, community centre, church, shops. Use photos and pictures to locate places and place on a simple map.
Find out about their local area by talking to people, examining photographs, and visiting local places – the opticians at Chase Meadow (SK)

Geography: People, Culture and Communities
Create own maps using grid paper and symbols (x marks the spot treasure maps).
Recognise, know, and describe features of different places. Look closely at similarities and differences between their immediate environment and different places they have visited, learnt about through books or websites.

Y1

Term 1

Towers, Tunnels & Turrets

Cross Curricular: History

British Value: Rule of Law, Individual liberty, mutual respect

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

Cross Curricular: History

British Value: Individual liberty, mutual respect

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

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!

Cross Curricular: History

British Value: Individual liberty, Rule of Law

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.

Geographical enquiry:

To ask simple geographical questions about China; Where is it? What's it like?

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

Cross Curricular: History

British Value: Mutual respect

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

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

Cross Curricular: History

British Value: Rule of  law

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

Cross Curricular: History

British Value: Mutual respect, Tolerance, Rule of Law, Democracy

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

Cross Curricular: History

British Value: Democracy, Rule of law, individual liberty

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

Cross Curricular: History

British Value: Democracy, Individual liberty, mutual respect

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

Cross Curricular: History

British Value: Democracy, Rule of Law

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

Cross Curricular: History

British Value: Democracy, Rule of Law, Individual liberty, mutual respect

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:

• Guernsey
• Jersey

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.

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:

• Emergent
• Canopy
• Understory
• Forest floor

Climate zones:

• Polar
• Temperate
• Arid
• Tropical
• Mediterranean
• mountains

Biomes (repeat from Yr4):

• desert
• alpine
• temperate forest
• deciduous forest
• rainforest
• savannah
• desert
• grassland
• tundra

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