Geography
We believe that Geography can excite and inspire a fascination and curiosity about the world we live in. Our teaching aims to equip pupils with knowledge about different places, people, resources and both the natural and human environments. We strive to deepen pupils' understanding of the Earth’s key physical and human processes. Children are encouraged to develop a greater understanding and knowledge of their locality, our World, and their place in it. Experiential learning is key to our geography curriculum; the most memorable moments come from first-hand experience of being a geographer while outside. Geography is by nature an investigative subject; we seek to inspire in children a life-long curiosity and fascination about our planet and all that inhabit it. We want our children to gain confidence and have practical experiences of geographical knowledge, understanding and skills. We aim to promote their interest and understanding of diverse places, people, resources, as well as encouraging debate and opinions on local and global issues. The curriculum is designed to develop knowledge and skills that are progressive, as well as being transferable. Global Citizenship links to the subject and will encourage children to challenge ignorance and intolerance and build their own understanding of world events and how these can impact on all of our daily lives.
History and Geography are taught in half termly blocks, with both key stages having lessons in either subject once per week. To bring these subjects alive we try to take children to visit sites of interest or bring visitors in to school whenever possible and we also encourage the children to use skills in Maths and English within their topic work. We take part in workshop sessions led by local museum staff and these provide opportunities for the children to view and handle artefacts from the past. We have tried to use our local areas as much as possible so that children can gain first hand experiences.
This is our two-year long-term plan for Geography, including a brief overview of each unit:
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GEOGRAPHY OVERVIEW 2023/2024= year B |
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EYFS A |
EYFS B |
Year 1/2A |
Year 1/2B |
Year 3/4A |
Year 3/4B |
Year 5/6A |
Year 5/6B |
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AUTUMN |
My village and surrounding area, my nearest town , Farms nearby. |
Where do I live? Looking at the local village and facilities. |
Why do we recycle? |
What goes on at an airport? or What goes on at a train station? (maps looking at roads) |
Why do so many British people go to the Mediterranean for their holiday? (contrast climate and physical features)
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What are biomes and how are they created? Rainforests tundra and deserts. |
Where are the famous landmarks of Europe? |
How do maps help us find our way around? |
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SPRING |
It’s a big wide world Comparing two countries. Everyday life Customs and traditions. |
Looking at similarities and differences between hot countries and cold countries. |
How different would my life be if I lived in Kenya/China?
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Why are some places in the world always hot and others always cold? |
Why is the Lake District one of the UK’s unique locations? (including mapping skills)
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How is a River formed? (Including rivers in the UK and the world plus the Water Cycle)
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Why is climate change such an important topic? |
What do we know about North America and what are its main geographical features? |
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SUMMER |
Summer holidays Local area seaside. |
Summer holidays -coastal, abroad, inland
Farms and farming. |
Why do we like to be beside the seaside?
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What do I know about the UK and where I live in Cumbria? (UK and 4 countries and the seas that surround it) |
Rainforest. |
Year 4 Mountains, Volcanoes,and Tsunami’s |
Year 6 What are the features of South America |
Why is Britain an attractive place to live for many who were not born there? Immigration European Union. |
NURSERY:
Mathematics:
Understand position through words alone. For example, “The bag is under the table,” – with no pointing.
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 world 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 World - People, Culture and Communities:
Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
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.
Why do we recycle?
The children will learn about the amount of rubbish being created each year and will help them understand that this is causing us a problem.
How different would my life be if I lived in Kenya/China?
The children will look at the location of Kenya/China in relation to the Equator and the UK. They will learn about its climate and compare it to the climate in the UK. The children will also look at its physical features, i.e. mountains, rivers, etc, as well as focusing upon human features – considering what life would be like as a child in these countries.
Why do we like to be beside the seaside?
In the main, this unit focuses on map work. The children will look at a map of the UK and locate the four countries that make up the UK, the capital cities and the three main seas that surround the UK. In addition, they will locate where they live and the nearest city or town to where they live.
There will be lots of opportunities to talk about seaside resorts they have visited and they will locate these on the map of the UK. The children will also consider their favourite holidays/days out and why these are popular.
What goes on at an airport?
The children will use maps of the UK and find their nearest airport, noting that some maps have specific symbols for train stations and airports. In addition, there is a focus on pilots, learning about a pilot’s life and work.
Why are some places in the world always hot and others always cold?
The children will be introduced to a map of the world and will start by finding the UK and then locating the place they live within the UK. They will use a map and then a globe to pinpoint the Equator, learning how the Equator circumnavigates the earth. The North Pole and South Pole will also be pinpointed and compasses will be introduced along with the initial teaching about the magnetic force and how the magnetic arm of a compass always points North.
What do I know about the UK and where I live in Cumbria?
(UK and 4 countries and the seas that surround it)
This unit is all about map work and where the children live, ensuring that they know their nearest village, town or city. They will look at length at the map of the United Kingdom, locate it on a globe and locate the four countries. They will then, locate the three main seas that surround the UK and locate the four capital cities.
Why do so many British people go to the Mediterranean for their holiday?
(Contrast climate and physical features)
In this unit, the children will use Google Earth, world maps, a globe, a European map and local maps of the Mediterranean to locate exactly where the Mediterranean Sea is and the countries that border it. They will experience moving around the Mediterranean and try to get to know some of the places associated with it. The children will learn about the climate and why it attracts many tourists before comparing and contrasting a seaside resort in the UK with one in the heart of the Mediterranean.
Why is the Lake District one of the UK’s unique locations? (including mapping skills)
This unit is about getting to know more about the Lake District, initially by looking at the map of the counties of England then learning that the Lake District is situated in our own county - Cumbria. The children will think about the physical environment of the Lake District and locate and label the lakes. They will look at the mountains and the lakes and compare Lake District localities with a city in the UK, such as Edinburgh, as well as finding out about the population, the main towns etc.
The children will discover why many people’s jobs in the Lake District are linked to the holiday industry and question why many retired people live in the Lake District.
Rainforests
The children will take a closer look at the mysteries of tropical rainforests. From the layers of the forest and its animal inhabitants, to the unique climate found in the tropics. They compare a British forest with the Amazon rainforest, and begin to explore some of the conservation issues surrounding the destruction of rainforest habitats.
What are biomes and how are they created?
(Rainforests tundra and deserts)
The children will be introduced to the six main biomes: rainforests, tundras, savannahs, deserts, woodlands and grasslands – looking in detail at rainforests, tundras and deserts in this unit.
How is a River formed?
(Including rivers in the UK and the world plus the Water Cycle)
The focus of this unit is for the children to create a model of a river basin starting from its source. They will learn about the main features of a river and be familiar with the correct vocabulary associated with these. They will also learn about erosion and deposition in rivers.
Mountains, Volcanoes and Tsunamis
This first part of this unit is about understanding how mountains are formed. The children will use maps to locate world-famous mountain regions and contrast between their home area and a well-known UK mountainous region, i.e., The Lake District. They will begin to understand how maps represent actual areas.
The children will learn how an earthquake is formed and that tsunamis are a series of ocean waves caused by an undersea earthquake, coastal landslide, or volcanic eruption.
They will use a world map and indicate where some of the more famous volcanoes, as well as focussing on the impact of volcanoes on people’s lives.
Where are the famous landmarks of Europe?
The children will use maps and research tools to locate various famous landmarks of Europe. There will be many opportunities to work with their maps, Google Earth and Digi-maps.
Why is climate change such an important topic?
The children will explore climate change and consider the various reasons for it. They will begin to understand the ozone layer, its importance and why we feel it is in danger. The children will also consider the term ‘greenhouse gases’, recognising the part humans have in creating greenhouse gases and, therefore, climate change. They will carry out research and find out more about Greta Thunberg, thus helping them understand the impact she has had on making people more aware of the issues associated with climate change.
What are the features of South America?
In this unit, the children will look at the map of South America and put all the countries in place -all 12, as well as finding their capital cities. They will look at the physical features of South America, including the Amazon River, the Andes and the Pampas. Exploring ‘Google Earth’ will let them look for specific places. The children will develop their understanding of time zones - South America is broken into five time zones! Finally, they will consider a prominent human issue of South America - the controversial issue of the street children of Brazil.
How do maps help us find our way around?
The children, in this unit, will become familiar with ‘Digimap for Schools’, and will explore their immediate area through Digimap and then find out how their location has changed over the last 50 and 100 years. They will also explore ‘Google Earth’, visiting each continent and using data such as current temperature, rainfall etc., to try and capture the location. They will then focus on deserts to help them better understand the world’s different biomes.
There will be the opportunity to look closely at Ordnance Survey maps and learn why these originated and how they have developed over time.
What do we know about North America and what are its main geographical features?
The children will be introduced to North America through maps to locate key places – countries, capitals, main rivers, mountain ranges, as well as all states and prominent landmarks such as the Grand Canyon. They will also focus on longitude and latitude and then talk about time zones, comparing these with the UK. The children will also consider why the USA became one of the world’s most attractive places to live.
Why is Britain an attractive place to live for many who were not born there? - Immigration
The children will learn immigration is not new, understanding that people have been coming to Britain for centuries. More recently, people moved to the UK because they thought it would provide them with a better life, i.e., a chance to earn more money and to improve their living standards.
This is an example of how progress in knowledge is developed throughout the children's time in our primary school - 'Locational Knowledge':
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GEOGRAPHY NATIONAL CURRICULUM OBJECTIVES |
EYFS |
YEAR 1 |
YEAR 2 |
YEAR 3 |
YEAR 4 |
YEAR 5 |
YEAR 6 |
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LOCATIONAL KNOWLEDGE KS1: Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.
Name and locate the world’s seven continents and five oceans. KS2: 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). |
Know where the local shops are
Know why there is a need for shops, schools, churches, etc.
Able to spot features such as the school, local church, sea, river in aerial photos.
Know that atlases, globes and maps show places both locally and in the wider world.
Know which town and country they live in.
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Know how to use an atlas to locate places.
Know the names of the four countries that make up the UK.
Know how to use an atlas to locate the countries and label on a map the four countries that make up the UK.
Know we live on an island that is surrounded by three main seas and be able to name them and locate and label them on a map.
Know the name of and be able to locate and label on a map the four capital cities of England, Wales, Scotland and Northern Ireland.
Know the name of the nearest town or city and be able to locate and label this on a map and/or aerial photograph. |
Know how to use digimaps to locate places.
Know the names of and be able to locate and label the seven continents of the world.
Know the names of and be able to locate and label on a map the five oceans of the world.
Know why so many important buildings are located in the four capital cities.
Be able to name a few important buildings in the UK’s capitals.
Know that not all areas of the UK are the same as Cumbria.
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Know the names of and be able to label and locate at least eight European countries.
Know the names of and able to locate and label at least eight counties and at least six cities in England. Able to state which county a city is in.
Know the names of four countries from the southern and four from the northern hemispheres.
Able to locate and label the southern and northern hemisphere countries.
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Know the names of and able to label and locate at least eight major capital cities across the world and able to state which country they are capital of.
Know where the main mountain regions are in the UK and able to locate and label on a map, digimap and aerial photograph.
Know, name and label and locate the main rivers in the UK.
Know where the equator, Tropic of Cancer, Tropic of Capricorn and the Greenwich Meridian are on a world map. |
Know the names of a number of European capitals and which country they are in and able to label and locate on a world map.
Know the names of and able to label and locate on a world map many of the key seas and key areas across the world, e.g., Mediterranean Sea and Suez Canal, Sahara Desert.
Know the locations of some of the popular UK holiday destinations, such as the Lake District and Isle of Wight.
Know what is meant by the term ‘tropics’. |
Know the names of, and able to label and locate, a number of South or North American countries.
Know about time zones and able work out time differences.
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Expectations for the children's progression in Geography can be accessed by clicking the link below:
https://crosscanonby-primary-school.schudio.com/files/documents/Geography.docx
The table below shows how the 'Golden Thread' of FIELDWORK is covered through school from Early Years to Year 6. The table also shows the unit within which this teaching and learning occurs, and the year (A or B) and term it is taught:
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EYFS |
KS1 |
Y3/4 |
Y5/6 |
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Fieldwork |
Describe a familiar route. Discuss routes and locations, using words like ‘in front of’ and ‘behind’. Use all their senses in hands-on exploration of natural materials. Draw information from a simple map. Explore the natural world around them. Recognise some environments that are different to the one in which they live.
ELG: Understanding the World People, Culture and Communities: Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and 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. |
AUTUMN A: Recycling Draw a basic map, including the appropriate use of pictures to represent key features. Create a ‘not to scale’ sketch map of a place studied. Answer simple questions by counting the number of objects and then order them from smallest to largest. Begin to understand the importance of data and what we learn from it. SPRING A: Life in Mexico Use their own basic symbols to create a key. Create a sketch map of a location studied using labels. Present geographical data using a tally chart, pictogram, block diagrams and simple tables. Know how important data collected is according to who collected it and when it was collected. SUMMER A: The Seaside (local) Use their own basic symbols to create a key. Create a sketch map of a location studied using labels. Present geographical data using a tally chart, pictogram, block diagrams and simple tables. Know how important data collected is according to who collected it and when it was collected. AUTUMN B: Airports/Train Stations Use their own basic symbols to create a key. Create a sketch map of a location studied using labels. Present geographical data using a tally chart, pictogram, block diagrams and simple tables. Know how important data collected is according to who collected it and when it was collected. SPRING B: Hot & Cold Countries Draw a basic map, including the appropriate use of pictures to represent key features. Create a ‘not to scale’ sketch map of a place studied. Answer simple questions by counting the number of objects and then order them from smallest to largest. Begin to understand the importance of data and what we learn from it. SUMMER B: The UK/Where I live Draw a basic map, including the appropriate use of pictures to represent key features. Create a ‘not to scale’ sketch map of a place studied. Answer simple questions by counting the number of objects and then order them from smallest to largest. Begin to understand the importance of data and what we learn from it |
AUTUMN A: The Mediterranean Draw a map, linked to fieldwork, with features included accurately. Draw an annotated sketch that includes positional and directional language. Recognise how data may change over time according to the time of day and the time of year. Recognise that initial ideas may change as a result of our observations. SPRING A: The Lake District Draw a map of a local location and include human and physical features. From their sketches, use positional and directional language to locate key features. Solve one and two-step problems by looking at charts, pictograms and tables. Link data to conclusions, understanding that some sources are more reliable than others. SUMMER A: Rainforests Know how to use graphs to record features such as temperature or rainfall across the world Know how to use digital technology to locate rainforests and other biomes Carry out tests over time, evaluate changes and consolidate their understanding Create sketches to help with field work related to an area Know features of own locality well enough to use as a comparative study anywhere in the world, taking account of positive and negative features AUTUMN B: Biomes Know how to use graphs to record features such as temperature or rainfall across the world Research to find specific information related to geographical features Draw a map, linked to fieldwork, with features included accurately. Draw an annotated sketch that includes positional and directional language. Recognise how data may change over time according to the time of day and the time of year. Recognise that initial ideas may change as a result of our observations. SPRING B: Rivers Use a local map to follow the course of a river close to the school Use Google Earth or digi maps to follow the course of a local or near river Make models to illustrate erosion and depositions in a river Create a model of a river showing features such as meanderings, etc. Carry out a local river survey, to include field sketches Draw a map of a local location and include human and physical features. From their sketches, use positional and directional language to locate key features. Solve one and two-step problems by looking at charts, pictograms and tables. Link data to conclusions, understanding that some sources are more reliable than others. SUMMER B: Mountains, Volcanoes & Tsunamis Create sketches to help with field work related to a mountainous area. Draw a map, linked to fieldwork, with features included accurately. Draw an annotated sketch that includes positional and directional language. Recognise how data may change over time according to the time of day and the time of year. Recognise that initial ideas may change as a result of our observations. |
AUTUMN A: SPRING A: Climate Change Draw a map of a real location that emphasises human and physical features to scale. Evaluate their own annotated sketches (against the criteria). Construct line graphs and pie charts arising from your own line of enquiry. As a result of their findings, know what the next set of questions are to ask. Use Google Earth to locate a country or place of interest and to follow the journey of rivers, etc. Set up a geographical fieldwork enquiry, starting with a hypothesis Create map displays to communicate their fieldwork investigations Choose the best way to collect information needed and decide the most appropriate units of measure Use maps, aerial photos, plans and web resources to describe what a locality might be like Define geographical questions to guide their research Use a range of self-selected resources to answer questions SUMMER A: South America Draw a map of a journey taken (to the Church etc.) that includes human and physical features (not to scale). Use sketches as evidence in an investigation. Solve comparison, difference and sum questions using information presented in a line graph or other statistical tables. Select evidence from the range that is most reliable, considering validity and bias. Know features of own locality well enough to use as a comparative study anywhere in the world, taking account of positive and negative features. Use graphs to record features such as temperature or rainfall across the world Carry out tests over time, evaluate changes and consolidate their understanding Add annotations, such as label and captions to freehand maps Review, apply and consider next steps as a result of their geographical enquiry Create journey booklets, to include maps, sketches and samples to capture what a place is like Use Google Earth to locate a country or place of interest and to follow the journey of rivers, etc AUTUMN B: Maps Draw a map of a real location that emphasises human and physical features to scale. Evaluate their own annotated sketches (against the criteria). Construct line graphs and pie charts arising from your own line of enquiry. As a result of their findings, know what the next set of questions are to ask. Use different types of fieldwork (random and systematic) to observe, measure and record the human and physical features in the local area. Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps – as in London’s Tube map) Set up a geographical fieldwork enquiry, starting with a hypothesis To review, apply and consider next steps as a result of their geographical enquiry Create map displays to communicate their fieldwork investigations SPRING B: North America Draw a map of a real location that emphasises human and physical features to scale. Evaluate their own annotated sketches (against the criteria). Construct line graphs and pie charts arising from your own line of enquiry. As a result of their findings, know what the next set of questions are to ask. Review, apply and consider next steps as a result of their geographical enquiry Create journey booklets, to include maps, sketches and samples to capture what a place is like Use Google Earth to locate a country or place of interest and to follow the journey of rivers, etc. SUMMER B: Immigration/UK Draw a map of a real location that emphasises human and physical features to scale. Evaluate their own annotated sketches (against the criteria). Construct line graphs and pie charts arising from your own line of enquiry. As a result of their findings, know what the next set of questions are to ask. Use different types of fieldwork (random and systematic) to observe, measure and record the human and physical features in the local area. Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps – as in London’s Tube map) Set up a geographical fieldwork enquiry, starting with a hypothesis Review, apply and consider the next steps as a result of their geographical enquiry Create journey booklets to include maps, sketches and samples to capture what a place is like Create map displays to communicate their fieldwork investigations
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