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Henry GreenPrimary School

‘Learning Together, Learning For Life’

Geography

Henry Green Primary School

Geography  Overview

I

Inclusive

Topics and materials are chosen to reflect the geographical backgrounds/heritage of our diverse community and to our children ability and needs.

D

deep Learning

Extended Abstract planning focuses on pupils Investigating how decisions about places and environments affect the future and presenting their learning in different context eg; diary entries, descriptive writing.

E

engaging

Powerful stimuluses – WOW! moments and Big Finishers, together with fieldwork help engage and inspire pupils

A

Authentic

Authentic learning experiences based around our local area and and our community heritage feeds into the geography curriculum.

S

Schema building

Prior learning is continually referred to, so pupils can build upon existing and make new schemas in order to secure skills and knowledge in their long term memory.

Georgraphy INTENT

 

Our Geography will incite children’s curiosity and fascination about the world and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world. We are committed to providing children with opportunities to investigate and make enquiries about their local area so that they can develop of real sense of who they are, their heritage and what makes our local area unique and special.

EYFS INTENT

 

Prepare children for upcoming changes and how to deal with change. Children begin to explore Geography by learning about the similarities and differences of the immediate environment. Children learn about similarities and differences in relation to places. They talk about the features of their own immediate environment and how environments might vary from one another. (Understanding the World: The World - ELG)

 

Autumn

 

Spring

 

Summer

 

 

1

2

1

2

1

2

EYFS

EYFS

All about me

 

 

To  have a sense of own immediate family and relations. (UW 22-36 PC)

Celebrations in our community

 

To  have similarities and differences from others. (UW 22-36 PC)

Nursery Rhymes and traditional tales

 

To recognise and describe special times or events for family and friends. (UW 30-50 PC)

Superheroes

 

 

To comment and ask questions about aspects of my familiar world. (UW 30-50 W)

 

Growing (Plants)

 

 

To  talk about significant events from my experiences. (30-50 PC)

Moving on and Journeys

 

 

To know about similarities and differences among families, communities and traditions. UW (ELG)

 

Key Stage 1

Y1

History: My Family History

What was life like when our grandparents were children?

History: events beyond living memory

Why do we remember fifth of November?

Geography: What will we see on our journey around the world? (Name and locate seven continents and five oceans

History:

Who are the greatest explorers and what did they do?

Geography: Our local area

What is it like where we live?

Geography: Animals and their habitats

Where do our favourite animals live?

Y2

Geography:

How does the weather change during different seasons in the UK?

History: Our local heroes

Who are our local heroes and why should we remember them?

 

Geography: Journeys

Where does our food come from?

History: events beyond living memory

What was life like during and after the Great Fire of London?

Geography: Our Wonderful World

What are the seven wonders of the world?

 

History: Great Inventions

The first flight

How did the first flight change the world?

Key stage 2

Y3

History: From the Stone Age to the Iron Age

How was Britain different during the Stone Age compared to the Iron Age?

Geography: Why is climate important?

How is weather and climate generalised into world climate zones?

 

History: The Romans in Britain

How has the ‘Roman Legacy’ impacted Britain?

Geography: Volcanoes and earthquakes

How and why does a volcano erupt? What are the names of most famous volcanoes?

History:

How has crime and punishment changed over the years?

History: Ancient Egypt

How much did the Ancient Egyptians achieve?

Y4

Geography: Trinidad and Tobago

How does Trinidad and Tobago compare with UK

 

History: Anglo-Saxon settlements

Was the Anglo-Saxon period really a Dark Age?

 

History: Viking invasions What impact did the Vikings have on the UK?

 

History: The Victorians

How do the lives of rich and poor Victorian children compare? 

Geography: Rivers

How are rivers formed?

Geography: North America

How do a variety of states in North America compare?

Y5

History-Ancient Greece

How did the Ancient Greeks influence the western world?

BV

History-Journeys

How migration today links with events in the past?

Geography- Landscape and climate study How does the alps inform polar research?

Study of the Alpine region and polar regions

Geography- UK

Trade links Where do our products come from?

Geography- local area and regeneration

How has our local area changed?

LC

History: Mayans

Why should we remember the Maya?

 

 

History: World War Two

How did the WW1 and WW2 affect the local area?

Geography: The Amazon

Why should the Amazon be protected? 

History: The Tudors

How have the Tudors impacted on life today?

Geography; Protecting the environment

Are we damaging the world?

Sustainability: how to make the school more sustainable

History: How have fashion, culture and music changed over time?

 

Geography:

How will the world look in the future?

                 

  Skills and knowledge progression

EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Map knowledge

 

Local area

  • To be able to contribute to making a class map based on a shared experience
  • To be able to make and read a simple plan.
  • To be able to read a map of the UK to identify its countries, capital cities and surrounding seas.
  • To be able to follow a simple map of the local area, with support
  • To be able to read a map of the UK to identify its countries, capital cities and surrounding seas
  • To be able to read a map that shows the world’s seven continents and five oceans.
  • To be able to follow a simple map of the local area
  • To be able to read a map of the UK’s countries and cities.
  • To be able read a world map to locate the world’s countries and understand the equator, northern and southern hemisphere, Arctic and Antarctic Circle. 
  • To be able to use a map to highlight tectonic plates.
  • To be able to follow a simple map of the local area, highlighting their route
  • To be able to read a map of the countries of Europe and North America including the Caribbean (including Russia)
  • To be able read a world map to locate the world’s countries and understand the equator, northern and southern hemisphere, Arctic and Antarctic Circle.
  • To be able to navigate a route using a map of the local area
  • To be able to locate all the countries of Europe (including Russia)
  • To be able to map the alps and surrounding countries and follow journeys of food/clothing on a map.
  • To be able to read a map that they study in relation to their areas of interest; Stratford
  • To be able to navigate a route of the local area, highlighting their route, noting landmarks that they pass.
  • To be able to lead their own mapping skills and presenting their finding in their preferred way.
  • To be able to navigate a route of the local area of their choosing, taking into consideration the features and roads of the local area. The children should be able to reason their decision based on spatial awareness

Map skills

  • They can talk about the features of their own immediate environment and how environments might vary from one another.
  • Photographs
  • videos
  • walks in the community
  • Follow verbal directions N,S,E,W
  • Have experiences of maps and attempt to make own, real or imaginary
  • Uses own symbols on an imaginary map or uses given symbols for common features.
  • Use a plan view
  • Uses with guidance an atlas to locate places.
  • Use NF books, stories, maps, pictures, photos as sources of information 
  • Follow a route on a map using directional language such as near/far, left/right 
  • Have experience of aerial photographs and try to identify known places with support
  •  

 

  • Follow a given route on a map using N, S, E, W 
  • Draw a map of a real or imaginary place e.g. add detail to a sketch map from aerial photo 
  • Use an infant atlas and globes to locate place 
  • Use large scale maps 
  • Use an Infant atlas to locate places 
  • Use NF books, stories, maps, pictures, photos and internet as sources of information 
  • Follow a route on a map using directional language such as near/far, left/right and understand how to use a key 
  • Have experience of aerial photographs and try to identify known places 
  •  
  • Use eight compass points to follow or give directions
  • Use letters or number grid reference to locate features on a map 
  • Use a junior atlas to locate places and begin to look at OS maps 
  • Use large scale OS maps (approx. scale 1:1000)
  • Use atlases to find out about other features of places eg mountains
  • Use NF books, stories, maps, pictures, photos and internet as sources of information 
  • Follow a route on larger scale maps 
  • Begin to use maps sites on internet  (Google/Bing)
  • Have experience of aerial photographs and identify known places  
  • Use eight point compass points well  in a variety of contexts
  • Begin to use four figure grid reference to locate features on a map
  • Begin to recognise symbols on a OS map 
  • Use large and medium scale OS map (approx. scale 1:1000/1:25000)
  • Use atlases to find out about other features of places eg mountains, weather patterns 
  • Use NF books, stories, maps, pictures, photos and internet as sources of information  
  • Follow a route on larger scale maps  use maps sites on internet (Google/Bing) 
  • Use satellite images and aerial photographs to extend learning within topic 
  • Use eight point compass points well and applying them into a context when navigating
  • Use four figure grid reference to locate features on a map, using a key
  • Recognise and use OS map symbols 
  • Use medium scale land range OS maps  (approx. scale
  • 1:25000/1:5000)
  • Use atlases and globes to find out about other features of places e.g. mountains, weather patterns 
  • Begin to use primary and secondary sources of information for evidence 
  • Start to follow a short route on an OS map 
  • use maps sites on internet (Google/Bing) 
  • Continue to use satellite images and aerial photographs to extend learning within topic 
  • Use eight point compass points confidently and accurately within a practical context when navigating their own route
  • Begin to use six figure grid reference to locate features on a map, using a key
  • Recognise and use OS map symbols and describe features shown on a OS map 
  • Draw and use maps and plan in a range of scales 
  • Use atlases to find out about other features of places e.g. mountains, weather patterns 
  • Use primary and secondary sources of information for  evidence 
  • Follow a short route on an OS map independently 
  • Use maps sites on internet (google) 
  • Create maps using aerial photographs and satellite images. 

Vocabulary

Map

North /East/ South/ West maps /plan / symbol/ atlas 

near/far/ left/right photographs

North /East/ South/ West maps /plan / symbol/ atlas 

near/far/ left/right photographs

aerial photograph sketch map locate key

North /East/ South/ West maps /plan / symbol/ atlas  near/far/ left/right/ aerial photograph sketch map locate key

North East/North East/South East/South West/4 figure grid

reference/ OS map/ scale 

 

 

North /East/ South/ West maps /plan / symbol/ atlas  near/far/ left/right/ aerial photograph sketch map locate key/North East/North East/South East/South West/4 figure grid reference/ OS map/

scale 

large scale map/medium scale map/features

North /East/ South/ West maps /plan / symbol/ atlas  near/far/ left/right/ aerial photograph sketch map locate key/North East/North East/South East/South West/4 figure grid reference/ OS map/

scale/large scale map/medium scale

map/features 

satellite images/primary sources/secondary sources/evidence/OS map symbols

North /East/ South/ West maps /plan / symbol/ atlas  near/far/ left/right/ aerial photograph sketch map locate key/North East/North East/South East/South West/4 figure grid reference/ OS map/

scale /large scale map/medium scale map/satellite/primary sources/secondary sources/evidence/OS map symbols

navigate/6 figure grid reference

 

Fieldwork knowledge

  • They talk about the features of their own immediate environment and how environments might vary from one another. 
  • Children know about similarities and differences in relation to places, objects, materials and living things.  
  • To be able to investigate their locality: school
  • To be able to investigate their line of enquiry: school and local grounds
  • To be able to investigate their line of enquiry by comparing places within their study
  • To be able to investigate their line of enquiry about the wider world using secondary sources to support them
  • To be able to investigate their line of enquiry about the wider world using comparison skills to draw to a conclusion. 
  • To be able to investigate their line of enquiry about their place of study by using
  • secondary sources, comparing skills, the purpose of land use and how they have all changed over time in order for places to stay connected. 

Fieldwork skills

  • Investigate their surroundings and discussing what they can see.
  • community walks
  • Investigate their  surroundings 
  • Make observations about where things are e.g. around school and local area 
  • Express their own views about places and the local area. 
  • Draw simple features they observe in the local area 
  • Experience simple scale drawings of the local area. 
  • Begin to collect and record evidence with modelled support 
  • Use simple fieldwork and observational skills to study school and grounds 
  • Try to make a simple scale drawing 
  • Begin to collect and record evidence 
  • Analyse evidence and draw conclusions eg make comparisons with two locations using photos pictures, temperatures and location
  • Draw a sketch of a simple feature from an observation or photo 
  • Make a map of a short route experienced with features in correct order 
  • Collect and record evidence 
  • Analyse evidence and draw conclusions e.g. make comparisons between
  • locations, photos, pictures,  maps 
  • Begin to use a variety of sources of evidence to express views about the school 
  • Begin to use recordings for their investigation 
  • Begin to draw a sketch map from a high view point 
  • Collect and record evidence
  • Analyse evidence and draw conclusions e.g. compare historical maps of varying scales, temperature of various locations, influence on people everyday life 
  • Use a variety of sources of evidence to express views about the local area 
  • Use sketches as evidence in an investigation in the local area 
  • Begin to use recordings for their investigation 
  • Make a map of a short route experienced with features in correct order 
  • Collect and record evidence in their preferred way 
  • Analyse evidence and draw conclusions e.g. field work, data on land use, comparing land use  data, look at patterns and explain reasons behind it 
  • Draw a sketch of key features of topic studied with increasing accuracy. 
  • Begin to use recordings for their investigation 
  • Draw a sketch map using symbols and a key 

 

From observations

children will use the language

whilst in the local community: house/tree/bus stop/path/road/

shop/field /train track/church

House/tree/bus stop/path/road/

Shop/field/train track/church

school/busy/ quiet/ 7building/ playing field/ playground/ investigate

school/busy/ quiet/ building/ playing field/ playground/

investigate

fieldwork/

collect/record/

observe

school/busy/ quiet/ building/ playing field/ playground/

investigate

fieldwork/

collect/record/

observe analyse/draw conclusions/ compare

school/busy/ quiet/ building/ playing field/ playground

investigate

fieldwork

collect/record/ observe/analyse

draw

conclusions/ compare

sources

school/busy/ quiet/ building/ playing field/ playground

investigate

fieldwork

collect/record/ observe/analyse

draw

conclusions/ compare

sources

evidence

influences

school/busy/ quiet/ building/ playing field/ playground/ investigate/ fieldwork/collect/record/ observe/analyse/draw conclusions/ compare/

sources/evidence/influences

 

land use/patterns/ explain

Place and Locational knowledge

  • They talk about the features of their own immediate environment and how environments might vary from one another. 
  • Children know about similarities and differences in relation to places, objects, materials and living things.  

 

 

  • Identify and describe where places are in the UK 
  • To be able to identify hot and cold parts of the world.
  • Learn names of countries within the United Kingdom 
  • Learn names of cities and surrounding seas in the
  • United Kingdom 
  • Identify and describe where the seven continents are around the world

 

  • Identify and locate the UK’s countries and capital cities. 
  • Name and locate the worlds’ seven continents and five oceans 
  • Learn names of cities and surrounding seas in the

United Kingdom

 

  • Begin to match boundaries (e.g find same boundary of a country on different scale maps.) around the world. 
  • Identify and describe where the seven continents are around the world
  • Identify and locate the UK’s countries and capital cities
  • locate some of the world’s climate zones on a globe or map, name examples and have some understanding of them

 

  • Locate places on larger scale maps and identify where the equator, Northern and Southern Hemisphere are
  • Study of human and physical geography of a region in
  • Noth America and the Carribean 

 

  • Identify the Equator,

Northern Hemisphere,

Southern Hemisphere and the countries that lie within them. 

  • Study of human and physical geography of a region of Eurpoe - Alps

 

  • Identify the Equator,

Northern Hemisphere,

Southern  Hemisphere, Tropics of Cancer and Capricorn and the countries that lie within them 

  • Identify land use patterns of the locality of their study and how it has changed over time.
  • Identify key human and physical characteristics of the UK and how they have changed over time 
  • Study of human and physical geography.
  • Titanic – routes of passengers
  • Push and pull fators of leaving England/Ireland and going to America

 

  • Use latitude and longitude on atlas maps and globes. 
  • Identify key human and physical characteristics of the UK and how they have changed over time

 

 

Place and Locational

Skills 

  • Children will be able to say where they live and where their school is.  
  • Make simple comparisons between features of different places. 
  • Make simple comparisons between features of different places 
  • Recognise how places are linked to other places in the world. 
  • Compare and contrast a small area of the United Kingdom with a small area in a non-European country 
  • Begin to identify significant places and environments  
  • Identify and describe where places are around the world 
  • identify the world’s hottest, coldest, wettest and driest locations.
  •  
  • Begin to identify significant places and environments 
  • Identify and describe where places are around the world
  • Identify significant places and environments 
  • Identify and describe  where places are around the world 
  • Compare and contrast areas within the UK 
  • Confidently identify significant places and environments 
  • Identify and describe where places are around the world

 

England

England /Hot/ cold/  similar/ different/ United Kingdom/ human/

physical/ North Sea/ Irish

Sea/ England/

 Scotland/

Wales/ Northern

Ireland/London/

Belfast/

Edinburgh/Cardiff

England /hot/ cold/ similar/ different/ Hot/ cold/ similar/ different/ United Kingdom/ human/ physical/ North Sea/ Irish Sea/ England/

Scotland/ Wales/ Northern

Ireland/London/

Belfast/Edinburgh/

Cardiff

Continent/Africa

Antarctica/ Asia/ North

America / South

America/Australia/ Europe  

Vocabulary specific to Topic and country studied (See Rising star overview for topic vocabulary)

Locational knowledge

Children know about similarities and differences in relation to places, objects, materials and living things.  

To be able to understand what is meant by human and physical features. 

To be able to understand and compare the human and physical features of the places that they study. 

To be able to understand and apply their knowledge of human and physical features to a place of study, making connections between the feature and their purpose

To be able to understand how the physical and human features of the world have shaped what we know today.

To be able to understand how the physical and human geography of the world are affected by settlements. 

To be able to understand how the physical and human geography of the local and wider world connect to the decisions made by people in the community/ and world around us. 

 

 

Use appropriate geographical vocabulary related to the topic

 

Use appropriate geographical vocabulary related to the topic

Use appropriate geographical vocabulary related to the topic

 

Use appropriate geographical vocabulary related to the topic

Use appropriate geographical vocabulary related to the topic

Use appropriate geographical vocabulary related to the topic

 

 

Recognise human and physical features in the local area 

Recognise human and physical features of non European countries studied 

  Use appropriate geographical vocabulary to describe weather, climate, climate zones, biomes and vegetation belts

Recognise and describe key rivers around the world.

Locate the key human and  physical characteristics of 

Europe  

Recognise and describe key mountains around the world. 

 

 

Recognise how places have become the way they are and how they continue to change

Identify and describe what places are like. 

Identify seasonal and daily

weather patterns in the UK 

 

 

Identify hot and cold areas of the world in relation to the equator and the North and South Poles. 

Identify and learn about volcanoes and earthquakes 

To learn about distribution of natural resources including energy. 

 

Recognise how and why people may seek to

manage environments sustainably 

understand the water cycle

 

 

.

To learn about trade links between countries

 

Recognise and describe biomes and vegetation belts around the world 

To learn about settlements and environmental impact 

 

 

Investigate how decisions about places and environments affect the future quality of people’s lives. 

Recognise how people can improve an environment or destroy it. 

 

To learn about distribution of natural resources including energy. 

 

To learn about trade links between countries.

 

 

 

Vocabulary

From observations children will use the language whilst in the local community: house/tree/bus

stop/path/road/shop/field

/train track/church/ sand/grass

Compass, North, South, East and West, near, far, left and right

United Kingdom, England,

Scotland, Wales, Northern

Ireland, London,

Edinburgh, Cardiff, Belfast,

North Sea, Irish Sea,

English Channel 

 

beach, cliff, coast, forest,

hill, mountain, sea, ocean,

river, soil, valley, vegetation, season, weather

City, town, village, factory, farm, house, office, port, harbour, shop

 

Continent, Europe, North

America, South America,

Asia, Africa, Australia,

Antarctica, Atlantic ocean,

Pacific Ocean, Indian

Ocean, Southern Ocean,

Artic ocean, beach, cliff, coast, forest,

hill, mountain, sea, ocean,

river, soil, valley, vegetation, season, weather

City, town, village, factory, farm, house, office, port, harbour, shop

 

types of settlement

(rural/hamlet/dispersed/scattered

/nucleated)

mountains (convergent boundary,

fold mountains)

(Himalayan mountains across

China)

Introduction to climate zones: Extreme environments hot/cold/rainforest/vast ice cover/ dry/ wet/ desert Volcanoes

Volcano crust vent crater core ash mantle eruption ring of fire lava magma active dormant extinct)earthquakes divergent/convergent and transform boundaries, epicentre, focus, fault, tsunami, Richter scale, magnitude, intensity)

rivers (flood plain, meanders, waterfall, valley, mouth, source, spring, stream, erosion, upper course, middle course, lower course, tributaries, delta, erosion) water cycle (evaporation, condensation, precipitation, atmosphere, climate, water vapor, surface run-off, transpiration, percolation) types of settlement (rural/hamlet/dispersed/ scattered/nucleated) the distribution of natural resources including energy, food, minerals and water (water, gas, coal, oil, wood, iron)

 

climate zones

(tropical/temperate/polar) types of settlement (rural/hamlet/dispersed/ scattered/nucleated) land use (housing, recreation, educational, transport, roads, leisure,

commercial)  economic activity including trade links, (agriculture, mining, manufacturing, engineering, construction, exchanging, balance, purchase)  

 

biomes (tundra/shrub land/rainforest/ grassland/desert

/temperate/savanna) and vegetation belts types of settlement (rural/hamlet/dispersed/ scattered/nucleated) economic activity including trade links, (agriculture, manufacturing, engineering, construction, exchanging, balance, purchase)  

                     

 

 

 

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