Progression Documents

Geography
Curriculum Overview:
Learning for life

We are CONFIDENT COMMUNICATORS who listen and share our ideas confidently.
We are RESILIENT RESEARCHERS who don’t give up and learn from our mistakes.
We are ASPIRATIONAL AMBASSADORS who strive to be the best we can be.
We are COLLABORATIVE CITIZENS who work together and respect others.

Intent Implementation Impact

As a school we provide Geography for all registered pupils, including those in reception The Early years Foundation Stage (EYFS) follows the ‘Development Matters’ in the EYFS guidance. Assessing impact is assessing how well pupils have learned the required knowledge
classes. In EYFS Geography is taught as part of ‘Understanding of the World’ and will be seen as part of the from the implemented curriculum.
continuous and adult lead provision across the classroom, not as a discrete subject.
Early years Foundation Stage:
In EYFS the framework is organised across 7 areas of learning rather than subject areas. In KS1 and KS2, Geography is taught as a discreet subject every week, every other term, to allow It is not about lots of tests, or meticulously comparing pupils’ outcomes at the start
As part of this document we have planned how the skills taught across EYFS feed into time to embed skills in the subject. and end of each unit.
our Geography curriculum and which statements from the 2020 Development Matters
are prerequisite skills. The Teaching Sequence If pupils can keep up with a well-sequenced curriculum that has progression built
Within each Subject in, they are making progress!
Our Curriculum has been very carefully sequenced to ensure coverage and appropriate progression
KS1 and KS2:
through substantive and disciplinary knowledge.
Taking the National Curriculum as its starting point, our curriculum is carefully The Curriculum has this progression built in, and teachers and subject leads monitor
sequenced so that powerful knowledge builds term by term and year by year. We Within the Unit how well pupils are keeping up with it.
make meaningful connections within subjects and between subjects. 1. KNOWEDGE ORGANISER: A knowledge organizer is provided to show coverage of each unit of
work, outlining key fact to be covered over the unit of work and key vocabulary. This can be done through:
At Spalding St Pauls Primary School we use the United Learning Curriculum as a base to Each unit clearly sets out the knowledge that should be taught and reviewed in the sequence of Formative assessment in lessons
lessons.
form our teaching as it is designed to take account of statutory requirements and There are opportunities for formative assessment in the lesson slides, and teachers
Each unit is planned to cover six lessons
curriculum research. The core content – the ‘what’ – of the curriculum is stable, but as continually adapt their lesson delivery to address misconceptions and ensure that
a school we will bring it to life in our own local context, and teachers will adapt lessons 2. PRE-UNIT ASSESSMENT: Each unit of work begins with a pre-learning quiz. pupils are keeping up with the content.
– the ‘how’ – to meet the needs of our own classes, school and community.
Within the Lesson Low-stakes summative assessment
Our curriculum - which includes the taught subject timetable as well as spiritual, moral, 3. SUBJECT OVERVIEW: At the start of a lesson children are reminded about the subject being A post-learning quiz is provided for every unit. These questions usually take the form
taught and what this covers (e.g. Geography is the study of places. It teaches us to how they are
social and cultural development, our co-curricular provision and the ethos and ‘hidden of multiple-choice questions, and aim to assess whether pupils have learned the core
affected by human activity. As a geographer we will know …)
curriculum’ of the school – is intended to spark curiosity and to nourish both the head knowledge for that unit. These should also be used formatively, and teachers will
and the heart. 4. FLASHBACK: Each lesson begins with a flashback to recap prior knowledge of the unit, previous plan to fill gaps and address misconceptions before moving on.
units or previous years learning.
Our Curriculum for Geography provides all children, regardless of their background, Books and pupil-conferencing
with: 5. VOCABULARY: Subject specific key vocabulary is then taught which will be covered in the Talking to pupils about their books allows school to assess how much of the
lesson. See word aware books for more information.
• Rlevant and coherent substantive knowledge of the world that is built gradually curriculum content is secure. These conversations are used most effectively to
using subject-specific pedagogy from EYFS to Year 6 and beyond. 6. MAIN TEACHING: (‘I do’, ‘We do’, and ‘You do’). During the main teaching, content broken determine whether pupils have a good understanding of the vertical concepts, and if
• Substantive knowledge – both conceptual and procedural – is selected to build down into small steps of ‘I do’, ‘We do’, and ‘You do’ to allow for modelling, guided practice and they can link recently taught content to learning from previous units. (They should
pupils’ understanding of three geographical vertical concepts: Space and Place; independent practice. not be used to assess whether pupils can recall information, as low-stakes quizzes
Physical Processes; Human Processes. can gather this information more efficiently).
• A balanced view of the countries of the world, to address or event preempt 7. RECAP: At the end of the lesson children will have an opportunity to recap on the knowledge
they have been taught throughout the session.
misconceptions and negative stereotypes.
• Explicit teaching of core disciplinary knowledge, and the ability to approach End of the Unit
challenging, geographically-valid questions. Geographical enquiry skills have been 8. ASSESSMENT: At the end of a unit of work children will carry out a post-learning quiz to see how
sequenced across the year groups and, where appropriate, review and build on much knowledge they have maintained and so teachers can pick up any misconceptions and fill
relevant knowledge that is first taught in mathematics or science, such as gaps where needed. This assessment will inform end of unit summative assessments.
interpreting line graphs or setting hypotheses.
• Opportunities to undertake fieldwork, outside the classroom and virtually.
Fieldwork is purposeful, and either gives pupils the opportunity to explicitly
practise relevant disciplinary knowledge or to reinforce substantive knowledge.
 Breadth of Study
Breadth of Study EYFS:
Three and Four Mathematics • Understand position through words alone. For example, “The bag is under the table,” – with no pointing.
Year-Olds • Describe a familiar route.
• Discuss routes and locations, using words like ‘in front of’ and ‘behind’.
Understanding the World • Use all their senses in hands-on exploration of natural materials.
• Begin to understand the need to respect and care for the natural environment and all living things.
• Know that there are different countries in the work and talk about the differences they have experienced or seen in photos.
Reception Understanding the World • Draw information from a simple map.
• Recognise some similarities and differences between life in this country and life in other countries.
• Explore the natural world around them
• Recognise some environments that are different to the one in which they live.
ELG Understanding the People, Culture and • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
World Communities • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories,
non-fiction texts and (when appropriate) maps.
The Natural World • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their
experiences and what has been read in class.
• Understand some important processes and changes in the natural world around them, including the seasons.
Breadth of study Key Stage 1:
Pupils should be taught about:
• name and locate the world’s seven continents and five oceans
• name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas
• understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
• identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
• use basic geographical vocabulary to refer to:
-key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
-key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop
• use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage
• use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map
• use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
• Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.
Breadth of study Key Stage 2:
Pupils should be taught about:
• locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human
characteristics, countries, and major cities
• name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and
rivers), and land-use patterns; and understand how some of these aspects have changed over time
• identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich
Meridian and time zones (including day and night)
• understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or
South America
• describe and understand key aspects of:
- physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
- human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water
• use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
• use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
• use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
Alignment to the National Curriculum: KS1

Locational knowledge
Name and locate the world’s seven continents and five oceans Y1 Sum: There you are
Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas Y1 Spr: Where we are
Place knowledge
Understand geographical similarities and differences through studying the human and physical geography of a small area of the United
Y1 Sum: There You Are
Kingdom, and of a small area in a contrasting non-European country
Human and physical geography
Identify seasonal and daily weather patterns in the United Kingdom Y1 Aut2 Science: Seasonal changes
Identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Y2 Spr: Hot and cold deserts
Use basic geographical vocabulary to refer to:
Y1 Aut: Here I am
• Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and
Y1 Spr: Where we are
weather
Y2 Sum: Rivers, seas and oceans
• Key human features, including: city, town, village, factory, farm, house, office, port, harbour and port
Geographical skills and fieldwork
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans Y1 Sum: There you are
studied at this key stage Y2 Sum: Rivers, seas and oceans
Use simple compass directions (North, South, East and West) Y2 Aut: Minimappers
Use locational and directional language (for example, near and far; left and right), to describe the location of features and routes on a
Y1 Aut: Here I am
map
Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features Y2 Sum: Rivers, seas and oceans
Devise a simple map; use and construct basic symbols in a key Y2 Aut: Minimappers
Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical Y1 Aut: Here I am
features of its surrounding environment Y2 Aut: Minimappers
Alignment to the National Curriculum: KS2

Locational knowledge
Locate the world’s countries, using maps to concentrate on their environmental regions, key physical and human characteristics, Y3 Sum: Looking at Europe and tourism
countries and major cities: Y5 Aut: Investigating world trade
• Europe Y4 Aut: Looking at South America and Brazil
• North America
• South America
Name and locate countries and cities of the United Kingdom, geographical regions and their identifying human and physical
Y3 Aut: UK
characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand
Y5 Spr: Looking at North America and water
how some of these aspects have changed over time
Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Topics of
Y4 Aut: Looking at South America and Brazil
Cancer and Capricorn, Artic and Antarctic Circle, the Prime Meridian
Place knowledge
Understand geographical similarities and differences through the study of human and physical geography of a region of the
Y5 Spr: Looking at North America and water
United Kingdom, a region in a European country, and a region within North or South America
Human and physical geography
Describe and understand key aspects of physical geography including: Y5 Sum: Climate across the world
• Climate zones, biomes and vegetation belts Y5 Spr: Looking at North America and water
• Rivers Y3 Spr Volcanoes
• Volcanoes Y3 Aut UK
• Mountains Y4 Sum: Earthquakes
• Earthquakes Y5 Spr: Looking at North America and water
• The water cycle
Describe and understand key aspects of human geography including: Y3 Aut: UK
• Types of settlement and land use Y5 Aut: Investigating world trade
• Economic activity including trade links Y5 Sum: Investigating world trade;
• Distribution of natural resources including energy, food, minerals and water Y5 Spr: Looking at North America and water
Geographical skills and fieldwork
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied [See the last column in Disciplinary
Knowledge to see when each map type is
introduced]
Use the eight compass points Y3 Aut: UK
Four-figure grid references Y5 Aut: Investigating world trade
Six-figure grid-references Y6 Sum: I am a geographer
Symbols and key (including OS maps) Y3 Aut: UK
Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of Y2 Aut: Minimappers;
methods, including sketch maps, plans and graphs, and digital technologies Y6 Sum: I am a geographer
 Vertical Concepts
Vertical concepts are the more abstract ideas or threads that build gradually and with increasing depth across the multiple contexts encountered by pupils as they move through our
curriculum.
Space and Place Physical Processes Human Processes

Understanding Space & Place in our World Earth, Science & Environmental Science Use of Population & Economy &
Geology Resources Communities Development
Developing an understanding of space through How the Earth’s natural processes shape and The processes and phenomena that are caused by or
ideas related to location, distribution, pattern change the surface of the Earth. This includes relate to people, including out Use of Resources; the
and distance. both Geology & Earth Science aspects, such as distribution and changes to Population & Communities;
Developing a sense of place and character the structure of the Earth and physical features and the features of Economy & Development.
through ideas related to identity, home, we see on the land, as well as Environmental
community, landscapes and diversity, and Science aspects, such as the weather and our
examining a range of case studies from across changing climate. Both of these are threaded
the globe. through the science curriculum too.

Disciplinary Knowledge
Substantive Knowledge (Conceptual and Procedural)
In the Curriculum for Geography, we have categorised substantive knowledge into two types:
• Conceptual
• Procedural
By conceptual knowledge we mean the core geographical facts of a particular unit, for example that Biomes are large ecosystems that contain specific species of organisms.
Procedural knowledge refers to the skills of being a geographer, such as how to use different types of map, or interpret and construct graphs.
Disciplinary Knowledge
Disciplinary knowledge refers to how geographers carry out their discipline and the thought processes required to do so.

Enquiry & Fieldwork Making Comparisons Interconnections Forming Judgements Decision making
 Vertical Concepts
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
• Human features are man-made. They • Human use of land depends on physical • National Parks are a human feature. • Human uses of products of the tropical • There have been changes in what is grown • Adaptation to and mitigation against
Uses of Resources
include settlements, shops, houses and features. • Humans use most of land around rainforest include wood, food and where, how it is farmed, how it is climate change.
offices. • Land use is how land is used by humans. volcanoes for agriculture. medicine. transported and how it is sold. Agriculture
• Rural means countryside, urban means • Overfishing is damaging biodiversity in the • Tourism needs to be managed sustainably, • Deforestation of the Amazon rainforest has moved from subsistence to
towns and cities. oceans. as it can have negative as well as positive at the national level is making way for commercial.
• Harbours are found (and ports can be impacts on an area. agriculture, mining and logging. • Land use around a river changes from the
found) where the land meets the sea. • Human impacts can be social, economic, upper course to the lower course.
environmental. • Human use of fossil fuels and other
• resources (renewable and non-
renewable).
• Settlements can be villages, towns, cities, • Settlements are generally permanent. Some • Settlements can be hamlets, villages, • Indigenous people are the first people • Population density as a result of climate • Migration is the process of moving from
depending on size. people live nomadic lifestyles, and do not towns and cities, depending on their size. who lived in the place and the zones one place to another. People migrate
• The population of rural areas is smaller live in a fixed place. • Human impacts can be social, economic generations of people who came after, because of push and pull factors.
Communities
Population &

• • Voluntary migration usually happens

Human Processes

than urban areas. and environmental. such as the Kayapo people in the
• Amazon Rainforest. because of economic or social factors.
• Humans adapt to living in earthquake- Forced migration happens as a result of life-
prone areas. threatening events, such as conflict or
physical disasters.
• Human settlements change or develop
based on external factors (both human and
physical).
• Rural areas include farmland. This can be • Agriculture is the word used to describe the • Tourism is the business of supporting and • Rio de Janeiro is one of the largest cities • People can be employed in different • Economic aspects of climate change
for either pastoral or arable farming. practice of farming. encouraging people to visit a place for fun. Brazil. Some of its population live in industries and sectors including primary, mitigation and adaptations.
• There are poorer and wealthier areas in • Land can be used for economic purposes, • Human impacts can be social, economic favelas (makeshift settlements), but secondary, tertiary and quaternary.
Development

every city. including agriculture, factories and leisure. and environmental. there are also wealthy areas that are • HICs, MICs and LICs tend to have primary,
Economy &

• Ports are places where traded goods are • popular with tourists. secondary, tertiary and quaternary
unloaded and loaded. • Countries can be classified as low-, industries at different levels.
• Humans use seas and oceans for economic medium-, or high-income countries (LIC, • Trade is the process of buying and selling
and leisure uses. The main economic use is MIC, HICs). They appear in all continents. goods. Imports are goods that are brought
trade. • into the country. Exports are goods that
• are traded out of the country.
• Fairtrade is a way of ensuring farmers are
paid a fair price.
• Geography: We live on the Earth. • Geography: Features of hot deserts include • Science: Rocks are formed when placed • Geography: Examples of natural resources • Geography: Use of fossil fuels to create
• Geography: Physical features occur in rocks, sand dunes and oases. Features of under pressure. include wood, food, water and fossil fuels. plastics, and the effects this can have on
nature and include river, forest, soil and cold deserts include mountains and ice • Science: Much of the solid surface of the Fossil fuels are materials made from the Earth.
hill. sheets. Earth is covered in soil, which is a mixture fossils over millions of years, like coal and
• Geography: Coastal areas are areas of • Geography: Rivers travel from highland of pieces of rock of various sizes and the oil. Humans use these to run cars and
Earth Science & Geology

land that are near the sea. Features in areas to lowland areas. Physical features remains of organisms. Some soil also electrical items.
coastal areas include beach, cliff, sea and around rivers include valleys, mountains, contains air, water and some nutrients. • Geography: Natural resources are
ocean. hills and vegetation. • Science: There are three main kinds of unevenly distributed across the world and
• Science: Some plants grow in soil. rock, igneous, sedimentary and can be renewable or non-renewable
metamorphic, with different composition (finite).
and properties. • Geography: The upper course of a river is
• Geography: There are several mountain in high, mountains ground and the river is
ranges in the UK. narrow and fast flowing. The lower course
• Geography: The Earth has four layers. Its of a river is in low, flat ground and the
Physical Processes

upper layer of tectonic plates move. river is wide and slow flowing. The middle
• Geography: Shield and composite course is between the two.
volcanoes can form at plate boundaries, • Geography: Rivers erode, transport and
which produce lava, pyroclastic flows and deposit to form waterfalls, meanders and
lahars. floodplains.
• Geography: Soil is rich with nutrients
around volcanoes.
• Science: The weather can change rapidly. • Geography: The weather is short-term. • Science: Air has carbon dioxide in it. • Science: The water cycle involves • Science: Air is a mixture of lots of different gases, including • Geography: Mitigation and adaptation are
oxygen and carbon dioxide.
The four different seasons have different Climate is long-term summary of the evaporation of water from oceans and • Geography: The amount of water on Earth is constant. Most is ways that humans can reduce and live with
weather patterns. weather conditions. condensation of water, which falls as saltwater stored in oceans, and most freshwater is stored as ice the effects of climate change.
or underground.
• Geography: Precipitation is the fall of water precipitation.
Environmental Science

• Geography: Water cycle: Evaporation from the air and

as rain, sleet, snow or hail. • Geography: The layer of air around the transpiration from trees means that water vapour rises in the
air. It condenses to form clouds and precipitation occurs when
• Geography: Deserts are places where there Earth is called the atmosphere. the clouds get heavy. Surface runoff is the flow of water
is very little precipitation. • Geography: Atmospheric circulation •
overground; throughflow is the flow of water underground.
Geography: Climate zones share long-term weather patterns.
• Science: There is air all around us on Earth. causes some areas on Earth to have There are six main climate zones: polar, temperate, arid,
Air has oxygen in it. higher levels of precipitation than tropical, Mediterranean and mountains.
• Geography: Biomes are areas of the world that, because of
• Science: Global warming describes the others. similar climates, have similar landscapes, flora and fauna. The
increase in average temperatures on Earth. • Geography: Tropical rainforests are major biomes of the world are tundra, tropical rainforests,
coral reefs, temperate forests and hot deserts.
places where there is lots of • Science: There is less and less air further away from the Earth’s
precipitation. surface.
• Geography: The natural greenhouse effect, the enhanced
greenhouse effect, global warming and resulting climate
change.
• Geography: The increase in frequency of extreme weather
events like heatwaves and drought as a result of climate
change.
 • The UK is made of four countries: England, • Location is a point on a map. • The UK is made of four countries: England, • South America is made up of 12 • North America is located to the west of
• Place is the emotional attachment to a Scotland, Wales and N Ireland; Great Britain is

Understanding Space & Place in

Scotland, Wales and Northern Ireland. countries Europe and is the third largest continent.
made up of England, Scotland and Wales; British
• The capital cities of the four countries in location, developed through character and Isles is made up of England, Scotland, Wales,
North America is made up of 23 countries
the UK are London (England), Edinburgh identity. Northern Ireland and Ireland. in the Caribbean, Central America, and
(Scotland), Cardiff (Wales) and Belfast • Hot deserts are usually near the Equator; • England and the UK are split into regions. Regions Northern America.
Space & Place
(Northern Ireland). cold deserts are usually near the North Pole in England and the UK are split into counties. • Location of Missouri, Mississippi, Yukon,
• There are several mountain ranges in the UK,

our World
• There are seven continents in the world, or South Pole. Rio Grande, Churchill, Mackenzie and
including Grampian Mountains (Scotland),
six of which people live on. There are • There are five oceans in the world. Pennines (England) and Cambrian Mountains
Colorado rivers.
countries within each continent (except • The seas that surround the UK are the (Wales). • Locating climate zones and biomes.
Antarctica) North Sea, the Irish Sea and the English • The three longest rivers in the UK are the Severn,
Channel. The seas around the UK flow into Thames and Trent.
the Atlantic Ocean. • The Pacific Ring of Fire is an imaginary line where
lots of volcanoes exist.
• • Europe is made up of 50 countries; Russia is split
across Asia and Europe.
• There are similarities and differences between
different places, even if they have similar physical
and/or human features.
Case Studies • Europe: Local area. • Africa: Sahara Desert • Europe: Region in UK • South America: Rio de Janeiro • Africa: Côte d'Ivoire • Europe: Shetland
• Africa: Kenya. • Antarctica: Antarctic Desert • North America: La Soufriere • South America: Amazon Rainforest • • Europe: Poland to UK 2004-today
• • • Europe: Etna • North America: Haiti • North America: Mexico to USA
• Europe: Amalfi Coast • Asia: Japan • Asia/Europe: Syria to countries in Europe
• Europe: Graian Region •

Disciplinary Knowledge / Procedural

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Scale & • Recognise that our home, our • Draw routes between locations on • Recognise that world maps can be • Draw an object (trees in the • Calculate distances on a map • Draw a basic map to scale (1 unit :
school and our community are at playground on squared paper using drawn from different perspectives, tropical rainforest) to scale. using scale (1 unit : 1, 2, 4, 5 or 10 1, 2, 4, 5 or 10 units).
Perspective the local scale. scale 1 square : 1 pace (or 1 metre, and different perspectives are units).
• Interpret and give locations and if pupils have learned this in maths useful for different tasks.
directions using language of left, by this stage in Y2). • Say whether a map is at the local,
right, near and far. • Draw a sketch map of a route with national or global scale.
• Recognise that our home, our some approximate scale and • Spatially match locations on maps
school and our community are at features in correct order. of different scales.
the local scale, UK and countries are • Know that scale is used to show
at the national scale. size proportionally.
• Recognise that our home, our
school and our community are at
the local scale; UK and countries are
at the national scale; and continents
are at the global scale.

Map Skills • Draw a route on a map and label • Use and interpret 4 compass points • Use and interpret 8 compass • Lines of longitude and latitude are • Locate places using 4-figure grid • Locate places and features using 6-
features in correct order. (north, south, east and west). points (N, NE, E, SE, S, SW, W, imaginary lines that help us locate references on OS maps. figure grid references on OS maps.
• Use a simple map (Google maps) in • Give and interpret basic OS map NW). places on Earth. Lines of longitude • Use thematic maps (showing
a plan view. symbols. • Identify county boundaries on a run north to south. The main one is climate zones and population
• Identify land and water on a map. • Use satellite images (Google map called the Prime Meridian. Lines of density).
• Identify country boundaries on a Earth) in a plan view. • Know that political maps should latitude run east to west. The main
map. • Use aerial photographs of places in human boundaries and features, ones are called the Equator,
• Use photographs of places in a plan view and physical maps show physical Tropics of Cancer and Capricorn,
oblique view. boundaries and features. Arctic and Antarctic Circle.
• The Equator is an imaginary line • Use OS maps • The Equator splits the Earth into
across the Earth. • Use physical maps the Northern and Southern
• Use an infant atlas. • Use world maps drawn in Pacific- Hemispheres; the Prime Meridian
• Use and interpret 2 compass points centred view. splits the Earth into the Eastern
(north and south). • Identify a range of political and and Western Hemispheres.
physical boundaries. • Locate places and features using
• Use a junior atlas. letter and number coordinates on
a map.
 Overview Document
GEOGRAPHY OVERVIEW
Autumn 1 Spring 1 Summer 1
Here I am Where we are There you are
Locating our school in our local area, and identifying local physical and Locating our local area in the UK; identifying the four countries of the UK; Understanding where we live on the global scale; locating continents and
Year 1 human features on a map and during fieldwork some key human and physical features comparing the human and physical features of an area in the UK with an
area in Kenya

Mini Mappers Hot and cold deserts Rivers, seas and oceans
Studying the human and physical geography of the local area with an Locating hot and cold deserts, and identifying common physical and Locating the seas around the UK and oceans of the world. Identifying
Year 2 introduction to scale and fieldwork human features physical and human features around rivers and coastal areas

United Kingdom Volcanoes Looking at Europe and Tourism

Locating the UK, Great Britain and the British Isles, and regions and Understanding the structure of the Earth; how volcanoes are formed; and Comparing the human and physical features of the Alps, the Amalfi Coast,
Year 3 counties; identifying physical features and regeneration of one region. the impacts they can have on human settlement using case studies of and a local area, and exploring the impact of tourism in these areas
Etna and La Soufriere

Looking at South America and Brazil Tropical rainforests Earthquakes and human settlements
Locating lines of longitude and latitude and South America; understanding Understanding the key features of a rainforest ecosystem, the Understanding why earthquakes take place and what effects they had in
Brazil’s physical features and climate, and its human settlements in Rio De contributions they make to the world and threats they face (using Amazon Haiti and Japan
Year 4
Janeiro. Rainforest)

Investigating world trade Looking at North America and Water Climate across the world
Understanding the distribution of the world’s natural resources and these Understanding the water cycle and the distribution of the world’s water; Understanding climate zones, biomes, and vegetation belts, and the
Year 5 are traded between places across the world examining the physical and human geography around rivers in North effects of global warming on vulnerable biomes.
America.

Improving the environment On the move I am a geographer

Recognising the importance of renewable energy through investigating Understanding push and pull factors in migration from the Northern Posing questions, completing fieldwork and presenting a geographical
wind power. Reducing waste, and the actions that humans can take to Triangle to the USA, and Syria to countries in Europe; understanding the investigation
Year 6
improve the environment. benefits of migration to the UK.