Geography

Term 1 

Marvellous Me! 

British Value: Individual liberty, mutual respect and tolerance 

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 

Term 2 

Winter Wonderland 

The Great Outdoors 

British Value: Individual liberty, mutual respect and tolerance 

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. 

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 (eg. UK and Australia) 

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 

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.  

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

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 

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

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 

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                                 

Central and South America regions: (Brazil, Mexico), 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.) 

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 

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. 

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 

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