Reception GeographyOverview Breadth of Study Geography National Curriculum coverage in the Creative Curriculum Autumn Spring Summer Comment and ask questions about aspects of their familiar world such as the place where they live or the natural world. Know about similarities and differences in relation to places, objects, materials and living things. Develop an understanding of growth, decay and changes over time. Know about similarities and differences between themselves and others, and among families, communities and traditions. Looks closely at similarities, differences, patterns and change. Talk about some of the things they have observed such as plants, animals, natural and found objects. Show care and concern for living things and the environment. Make observations of animals and plants and explain why some things occur, and talk about changes. Talk about why things happen and how things work. Talk about the features of their own immediate environment and how environments might vary from one another. Create journey sticks that represent children s routes to school or other local places of importance to them (personal geographies). Use images and stories to discuss similarities/differences between UK, China and India when learning about celebrations and festivals. Listen and respond to stories about other people and places from a range of cultures. Go on a nature hunt discussing why animals and plants live where they do. Collect leaves to show how the trees change over time. Create a song about how animals and plant life change as the seasons change. Look after chickens make a class poster with instructions for how to care for them. Go on a summer mini-beast hunt. Investigate another area of interest seaside, countryside, city and compare it to the local area. Draw a map of the route to school with any significant landmarks (corner shop, post office, grandma s house etc) linked to people who help us.
Year 1 Fantasy Buildings and Homes Travel and Transport Use basic geographical vocabulary to refer to physical features: beach, cliff, coast, forest, mountain, sea, ocean, river, soil, valley, vegetation. Use simple fieldwork and observational skills to study the key human and physical features of its surrounding environment. Name and locate the four countries and capital cities of the United Kingdom, and its surrounding seas. Use basic geographical vocabulary to refer to human features: city, town, village, factory, farm, house, office, port, harbour and shop. Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; use and construct basic symbols in a key. Name and locate the world s seven continents and five oceans. differences through the human and physical geography of a small area of the UK and of a small area in a contrasting non-european country. Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the equator and the north and south pole 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. Enhance awareness of localisation. 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. Enhance awareness of localisation. Using videos and photos of beaches, forests, rivers etc. name each physical feature (using vocabulary), describe them in groups and place them on a large floor map of the UK giving reasons for placements.what might you do in these places? Take photos. Observe look at the physical features of the playground during the field trip, discuss observations and compare them to Green Street. Collect objects that are found in a playground (leaves, sticks, feathers, stones etc.) and create a piece of living artwork. Field trip A local park and Green Street Look at the map of the United Kingdom on the wall and discuss the 4 countries/surrounding seas/capital cities. Use the floor map to play games go to wales, go to Scotland etc. Label a map of the united Kingdom countries. Capital cities and surrounding seas. Use a simple key. Using videos and photos of towns, offices, harbours etc. name each human feature using vocabulary. Where would you find these buildings/human structures? Place on large floor map of UK. What might you do in these places? Take photos. Follow a simple map of journey around the block from school, up St Stephen s Road, left on Green Street and back to school. Draw a simple map and key - add some human and physical features. Use the large floor map of the world to locate 7 continents and 5 oceans. Play labelling/jumping games. Take Barnaby Bear on a journey plan routes between different countries on a map. Which continents/ oceans do we pass? What modes of transport could we use? Set up a classroom travel agency / airport for role-play. Produce travel brochure for chosen non-european destination contrast with Upton Park (buildings, landscape, climate). Link to climate and weather patterns. Field trip Transport Museum and Green Street survey the ways people travel in the local area Locate buildings on maps, constantly comparing it to where we are. Field Trip School and Green Street
Year 2 Earth and Water (Aliens and Out Space / Water Aid) Famous People Oh I do like to be beside the seaside! Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the equator and the north and south pole Name and locate the world s seven continents and five oceans. Name and locate the four countries and capital cities of the United Kingdom, and its surrounding seas. Name and locate the four countries and capital cities of the United Kingdom, and its surrounding seas. Use basic geographical vocabularyto refer to physical features: beach, cliff, coast, forest, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. differences through the human and physical geography of a small area of the UK and of a small area in a contrasting non-european country. Use compass directions and locational directional language to describe location features and routes on a map. Use satellite images of weather forecasts to predict the weather. Use weather photos of United Kingdom and write a simple weather forecast cloudy, rain, sunshine. Show images of the earth from the International Space Station use the globe to show the shape of earth and how it looks from space. Explore the importance of clean water, ways to purify and access water. Use the large floor map of the world to locate 7 continents and 5 oceans. Link to key famous people e.g. Florence Nightingale. Where did she travel to? Look at the map of the United Kingdom on the wall and discuss the 4 countries/ surrounding seas/ capital cities. Use the floor map to play games go to wales, go to Scotland etc. Where were famous British people born? Locate on map. Look at the map of the United Kingdom on the wall and discuss the 4 countries/surrounding seas/capital cities. Use the floor map to play games go to wales, go to Scotland etc. Identify famous seaside areas on UK map. Compare and contrast Southend and non- European beach. Field Trip Seaside
Year 3 Hidden treasure Adventures and Dinosaurs That s Not Fair! Locate the world s countries, using mapsto focus on Europe (including location of Russia) and North and South America, concentrating on their environmental regions, key physical and humancharacteristics, countries, and major cities. 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). Use maps, atlases, globes. features in the local area using a range of methods, including sketch maps, plansand graphs, and digital technologies. countries and describe features studied 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. differences through the study of human and physical geography of a region of the UK, a region in a European country, and region within North and South America. 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 UK and the wider world. Using maps label world maps with continents and key environmental differences; with the positions detailed above add a key. Explain the significance of each. Play games to find treasure involving countries of the world; using the compass (N, S, E, W) and floor maps (maps in books) to move from place to place. Explanations of position to include Tropics of Cancer etc. (photos) Compare the physical and human features of the local area and an area in the countryside/coastline (link to archaeology fossils/roman artefacts). Draw a small map of each and label with a key. Field trip Local area Research Fair Trade where do these products originate? Locate trade links on a map and select one product to investigate. Compare children s rights around the world, focusing on the similarities and differences of a region in the UK, Europe and South America. Focus on how rights can be affected by environment (natural resources, economy, settlement and land use). Use a compass to identify which directions to look in to see the sun rise and set. Field trip Fair Trade items and price comparisons in the local Tesco and other supermarkets Write instructions to find treasure link to coordinates (bee bot). Draw map of school and use a compass to follow/create instructions to go to different areas.
Year 4 Who do you think you are? features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. Asia (Incredible India / United World Schools) Locate the world s countries. 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). Superheroes human geography. digital/computer mapping to locate Investigate the physical and human features of the local area. Discuss questionnaires and how they help to gain more information about an area. Create own questionnaire to find out about people s lives in the local area. Using information found, present findings. Create a graph (countries people s ancestors are from). On a large world map add arrows from other countries to the London (Upton Park) to show where people have come from. Field trip Local area Add the world s countries, continents and lines (tropic of cancer etc.) with a key. Compare capital cities in India and Cambodia, Uk, North and South America, identifying key human characteristics. Which city impresses you the most? Why? Compare areas of the world with similar climates zones and other physical features (rivers, volcanos, mountains). Look at natural geographical features (rivers, volcanos or mountains) and discuss. Draw and label a diagram. Which of these geographical features are found in India/Cambodia? Write a fact file. Create a superhero from a different country and write a script involving 1 or 2 natural disasters (volcanoes, earthquake, water cycle), including pictures. To explore the impact of education in a remote Cambodian village.
Year 5 All About Africa Being British Rainforests Locate the world s countries, using maps to focus on Europe (including location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. Locate the world s countries, using mapsto focus on Europe (including location of Russia). Name andlocate countries and cities of the UK, geographical regions. digital/computer mapping to locate human and physical geography of the UK. 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 UK and the wider world. Locate the world s countries, using maps. differences through the study of human and physical geography of a region of the UK, a region in a European country, and region within North and South America. physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle. digital/computer mapping to locate features in the local area using a range of methods, including sketch maps, plansand graphs, and digital technologies. Name all continents and main countries in the world, along with major capital cities. Describe their positions using compass details (NW etc.). Label the key lines - 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). Discuss time zones -using a globe and atlas. Numeracy answer questions about different time zones and flights to and from countries. Weather using a satellite weather map describe the weather in all continents in the world. Compare landscape of Africa to the UK discuss physical features and animals. Using a map of Europe label the allies, axis and neutral countries involved in WW2. Label the main countries and the capital cities. Compare different maps of London and Wales (topographical, google, mountain, ordnance survey) expressing the information each map provides. Draw the skyline of London from the Southbank, including the River Thames label the main physical and human features. Create and complete a questionnaire in Green Street (immigration/being British/languages spoken) write up results as a class display. Look at London as a key historical trading location discuss why. Draw a map of the UK and divide into 4 countries. Label the countries and main cities (not just capitals). Study a topographical map of the UK and locate key physical features mountains, rivers, hills and coasts and human features cities, roads. Draw a key. Compare this map to one in the past how has the landscape changed. Field trip Houses of Parliament Draw graphs indicating rainfall and temperature throughout the year. Label world map with all required details, using an atlas and google maps add a comprehensive key. Label a key geographic feature (human and physical) in each continent and explain why it is there using the climate to help. Create a fact file of geographical physical features around the world. Rainforest and water cycle link. Create a song about the different physical features around the world mountains/volcanoes/rivers/biomes etc. Create a video describing to Year 4 the processes involved in each of these physical features. Write a travel brochure for a holiday in a region of North and South America (rainforest) how are they similar or different (human and physical). Complete the Fair Trade banana company game evaluate responses. Field trip Kew Gardens (compare the plant varieties in rainforests to a typical British forest) Field Trip local/london - Use topographical features
Year 6 Maybe it s because I m a Londoner Blue Planet Theatre (Including Ancient Greece) Name andlocate countries and cities of the UK, geographical regions 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. Locate the world s countries. Identify the position and significance of latitude, longitude, Equator etc. Locate the world s countries. features in the local area. Use the eight points of a compass, four and six-figure grid references, symbols and key. features in the local area. Compare the London landscape to a mountainous region in Scotland. Draw pictures/diagrams and label human and physical features. Play a trading game on a world map (Maryjane to create), which highlights trading links, city growth, transportation links etc. London and trading. Use an ordnance survey map and describe locations on map using four and six number grid references. Draw key using symbols and explain why it is important to have these as part of a map. Use a field trip to sketch and then draw a detailed map of the local area, using knowledge of ordnance survey maps and symbols. Use photos. Create a presentation (ICT) explaining the features of a volcano and earthquakes. On a world map, label the continents and draw on the tectonic plates and label key volcanoes draw a key. Choose a volcano situated in an ocean - draw a cross-section. Draw other features found around volcanoes under water and label. Make a model with 2 types of river going into the sea. Explain model to the rest of the class. On a world map, label the key lines (time, tropic etc.). label the continents and colour each a separate colour. In groups choose different capital cities, research them (geographical features physical and human), make a brochure page and present it to the rest of the class, using persuasive language. Complete a project using photography, showing the physical and human geographical features of the local area. Choose a country in South America, research the culture and compare it to the children s/british. Field trip local area Resources Atlases, maps, compasses, books on human and physical Geography.