Through our geography curriculum we aim to:

  • Give every child appropriate experiences to develop as confident geographers and aspirational citizens.
  • Develop pupils' curiosity about the school's locality and its place in the wider world.

Our curriculum is designed so that:

  • knowledge and skills develop over time
  • pupils have regular opportunities for field work
  • links are made between geography and other curriculum areas
  • geographical vocabulary is taught explicitly to meet the language needs of our pupils

 

Assemblies and other videos:

https://www.youtube.com/channel/UCZCf0l0vMLVUclSJA2vfwTQ/videos

 

Useful websites

https://www.bbc.co.uk/cbbc/search?q=geography

https://www.natgeokids.com/uk/category/kids-club/

https://www.kids-world-travel-guide.com/geography-for-kids.html

 

National Curriculum

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239044/PRIMARY_national_curriculum_-_Geography.pdf

 

Geography Progression

EARLY YEARS FOUNDATION STAGE Understanding the World

 

Characteristics of effective learning

Playing and exploring – children investigate and experience things, and ‘have a go’;

Active learning – children concentrate and keep on trying if they encounter difficulties, and enjoy achievements

Creating and thinking critically – children have and develop their own ideas, make links between ideas, and develop strategies for doing things

 

 

30-50 Months

 

 

Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.

 

 

Shows care and concern for living things and the environment.

 

 

40-60 Months

 

 

 

Looks closely at similarities, differences, patterns and change.

 

 

 

Early Learning Goal

 

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.  They make observations of animals and plants and explain why some things occur, and talk about changes

 

 

YEAR 1

 

Locational knowledge

 

 

Place Knowledge

 

 

Human and Physical Geography

 

 

Skills and Fieldwork

 

 

To name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

 

Where do I live?

To understand the human and physical geography of a small area of the United Kingdom.  The immediate local area surrounding the school e.g. Northmoor Road, local shop, park, home and school.

 

To know home address including postcode.

 

Link to science work on animals and plants in the local environment over the year.

 

To identify daily and seasonal weather patterns in the United Kingdom.

 

To know which is the hottest and the coldest season in the UK.

 

To know and use basic vocabulary to refer to seasons and weather.

 

To know and use geographical vocabulary:

Aut 2: shop, house, farm, city.

Spring 1: town, village, office, factory (McVities)

Spring 2: port, harbour, sea.

 

To know the main differences between village, town, city.

Summer 2: seaside visit, vocabulary: beach, cliff, coast, sea (appropriate coastal venue)

 

To use simple fieldwork and observational skills to study the geography of our school and its grounds.

To devise simple maps.

 

Use world maps, atlases and globes to identify the UK and its countries.

Use locational and directional language to describe the location of features and routes on a map. Vocab: near, far, left, right, forwards, backward.

Link with IT (beebots) Link to position and direction objectives in maths.  Ask and answer questions such as How many? How far?

 

Use aerial photographs to plan perspectives of the school and local area to recognise landmarks and basic human and physical features.

 

 

 

 

 

YEAR 2

 

Locational knowledge

 

 

Place Knowledge

 

 

Human and Physical Geography

 

 

Skills and Fieldwork

 

 

Where does our food come from?

(link to Autumn Term human health, food and exercise)

To name and locate the world’s seven continents and five oceans.

 

 

To understand the geographical similarities and differences through studying the human and physical geography of Longsight with a small area of a contrasting non-European country:

Serrekunda (Gambia)

 

To identify the location of hot and cold areas of the world in relation to the Equator and the North and South Poles.

To know and use geographical vocabulary: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation.

 

Explain the advantages and disadvantages of living in a village or city.

 

Use of story to embed geographical vocab.

 

Use world maps, atlases and globes to identify the world’s seven continents and five oceans.

 

Use simple compass directions (North, South, East and West) 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 of Longsight and contrasting location.

 

To devise simple maps of local area and construct basic symbols in a key.

 

To use simple fieldwork and observational skills to study the surrounding area of our school and its key human and physical features.

Link to Y2 statistics objectives in maths: tally charts, tables; ask and answer simple questions about totalling and comparing

Use of IT for fieldwork.

 

 

 

 

YEAR 3

 

Locational Knowledge

 

 

Place Knowledge

 

 

Human and Physical Geography

 

 

Skills and Fieldwork

 

 

Name and locate counties and cities of the UK, geographical regions and their identifying human and physical characteristics; topographical features including hills, coasts and rivers, land use patterns and how some of these aspects have changed over time.

 

We love Manchester

Study of region of UK – Manchester including river Mersey.

 

River study – river Mersey

Understand key aspects of UK climate zone, biomes, vegetation.

Describe and understand the distribution of natural resources including water.

 

Link River study to care of the environment as part of human geography

 

Use, maps, atlases and digital/ computer mapping to locate countries and describe features studied.

Begin to use eight points of a compass, symbols and keys.

Observe, measure and record the human and physical features in the local area using a range of methods including sketch maps, plans, graphs and digital technologies.

 

Maths link to statistics objectives to ask and answer questions; collect, record and present data;

Measurement in field work

 

 

YEAR 4

 

Locational knowledge

 

 

Place Knowledge

 

 

Human and Physical Geography

 

 

Skills and Fieldwork

 

 

Identify human and physical characteristics, topographical features and land use patterns and understand how some of these aspects have changed over time.

 

Study of region of UK – area of North West coast

 

Describe and understand key aspects of types of settlement and land use

 

Use the eight points of a compass, symbols and keys.

To be applied in orienteering (PE)

Use four figure grid references with ordnance survey maps (linked with orienteering in health and wellbeing week) linked to local area and contrasting location.

Observe, measure and record the human and physical features in the local area e.g. traffic comparison in Formby and Longsight.

Maths link to statistics objectives

 

 

 

 

YEAR 5

 

Locational knowledge

 

 

Place Knowledge

 

 

Human and Physical Geography

 

 

Skills and Fieldwork

 

 

Link to science, the Prime/ Greenwich Meridian and time zones (including day and night)

Use maps to focus on Europe including the location of Russia concentrating on their environmental regions, key physical and human characteristics, countries and major cities.

 

Study of a region in a European country: Naples and Campania

 

Climate, biome and vegetation belt.  Describe and understand the key aspects of volcanoes and earthquakes linked to Italy.  Key aspects of human geography including types of settlement and land use, economic activity, and the distribution of natural resources including food.

 

Use maps, atlases and digital/ computer mapping to locate countries and describe features studied and build knowledge of Europe and the wider world.

 

Compass points and grid references from prior years used, build on and to be applied in orienteering.

 

Maths link to statistics objectives with opportunities to decide which representations of data and most appropriate and why

 

 

 

 

 

YEAR 6

 

Locational knowledge

 

 

Place Knowledge

 

 

Human and Physical Geography

 

 

Skills and Fieldwork

 

 

Identify the position and significance of latitude, longitude, equator, Northern Hemisphere and Southern Hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic circle.

 

 

Study of a region of South America: Amazon Basin

 

Link with Fair Trade

 

Types of settlement and land use, economic activity including trade links and the distribution of natural resources including food, energy and minerals

 

Use eight points of a compass and six figure grid references. (application of skills at Ghyll Head and in orienteering PE)

 

Field skills to compare Ghyll Head with Longsight.

 

Maths link to statistics objectives with opportunities to decide which representations of data are most appropriate and why.