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Curriculum 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 identity 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! 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	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	Understand the effect of changing seasons on the natural world around them	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.
Year 1	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
Year 2	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
Year 3	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
Year 4	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
Year 5	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
Year 6	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
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

Year Group:

Term

Implementation (How)

Skills

Intent (What)

Knowledge 'Needs to Know'

Key Vocabulary

EYFS

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

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

Understand the effect of changing seasons on the natural world around them

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.

Year 1

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

Down

Left

right

Year 2

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

Year 3

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

Year 4

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

Year 5

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

Year 6

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

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

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