Intent
At St Barnabas, we want our children to be fascinated about the world and the people in it. Their curiosity should last the rest of their lives. Our children should know about the diversity of places, people and human and natural environments and how geography has played important roles in the evolution of people and places. The main purpose of geography is to see and understand patterns in our world and our young geographers are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. They should also understand human and physical processes of the planet. Purpose
Our curriculum for geography aims to ensure that all pupils progress as geographers;
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
- understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
- are competent in the geographical skills needed to:
○ collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
○ interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
○ communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Planning through concepts
Pupils develop an understanding of the following key geographical concepts through each of the topics taught; these are revisited through different topics at different ages.
| Physical Features | Human Features | Location | Environment/strong> | Settlements | Mapping | Comparison | Climate |
| Physical features are natural objects such as mountains and rivers.  | Human features are things which are built by humans such as bridges and roads. *This also includes consequences caused by human actions such as pollution and CO2 emissions.  | A location is used to identify a point on the Earth’s surface or elsewhere which can be found using coordinates.  | The physical surroundings which can be human (man-made) or physical (natural) where humans, animals or different types of species live.  | A settlement is a place where people live. This can be as small as 1 house in a remote area or a city with a high population.  | Use maps (including digital maps), symbols, aerial photographs, globes, atlas and compass directions to identify locations, characteristics, features, and distances between contrasting locations.  | Identify similarities and/or differences between both human and physical features and/or places/locations.  | Climate means the usual condition of the temperature, humidity, wind and rainfall in an area of the Earth's surface for a long time.  |
KS1
| St Ives/Manaus | St David's/Nairobi | Beach | River | Valley | Forest | |
| Human Features | What is it like to live in St Ives/Manaus? | What is it like to live in St David’s/Nairobi? | What human features impact on beaches? | Does anyone live in a forest? | ||
| PhysicalFeatures | What are the physical features of a local beach/beach in a different country? What natural occurrences affect beaches? | What is a river? How is a river formed? What are the features of the Nile/Lynher? | What is a valley? What are the features of a valley? How are valleys formed? | What is a forest? What types of trees do you find in forests? |
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| Location | Where in the world is St Ives/Manaus? | Where in the world is St David’s/Nairobi? | Where is the most local beach to us? | Where in the world are there rivers? Where is the Nile/Lynher? | Where are valleys located around the world? Can we find a local valley? | Where are forests located in the world? What is the closest forest to us? |
| Environment | What are the features of a beach? What is the area like around a beach? | What wildlife can we find around these rivers? | What type of trees do you find in forests? | |||
| Comparison | Where should I go on my holiday? | Where in the world is St David’s/Nairobi? | What are the similarities/differences between two beaches? | Can we compare two valleys? (Seaton and Grand Canyon) | Are all forests the same? | |
| Mapping | Where in the world is St Ives/Manaus? | Where in the world is St David’s/Nairobi? | Where is the most local beach to us? | Where in the world are there rivers? Where is the Nile/Lynher? | Where are valleys located around the world? | Where are forests located in the world? What is the closest forest to us? |
| Settlements | What is like to live in St Ives/Manaus? | What is it like to live in St David’s/Nairobi? | ||||
| Climate | What is the weather/climate like in these places? | What is the weather/climate like in these places? |
Year 3 & 4
| Reach For The Sky | Money, Money, Money | Flood | Hot Rocks | South Cornish Coast | Rivers | |
| Human Features | What makes a city a city? What is the land used for in these cities? What do these countries trade? | What causes a flood? Is there anything that can be done to prevent flooding? | What jobs does the South Cornish Coast provide? | How are humans affecting rivers? | ||
| PhysicalFeatures | What is a mountain? How are mountains formed? | What is the land used for in these cities? | What is a flood? What causes a flood? | What is a volcano? Why do volcanos erupt? (Tectonic plates) | What is a coastline? How are headlands and bays formed? What is coastal erosion? | How are rivers formed? What are the features of a river? |
| Location | The 7 summits, The Lake District, The Alps, The Rocky Mountains | Where in the world are cities located? (London, Amsterdam, New York) Which countries do these cities trade with? | Where have floods taken place locally/globally? | Where can you find volcanos? | Where is the South Cornish Coast? | Where is the River Tamar/Fowey? |
| Environment | The 7 summits, The Lake District, The Alps, The Rocky Mountains | How can a flood affect the environment? | Is there any wildlife in a volcanic area? What affect does an eruption have on the environment? | Do the jobs along the SCC have a negative or positive impact on the environment? How is coastal erosion having an affect on the environment? | ||
| Comparison | The 7 summits, The Lake District, The Alps, The Rocky Mountains | Which countries do these cities trade with? | Are all volcanos the same? | Will the SCC be there forever? | What are the features of the two rivers? How are the two rivers similar/different? |
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| Mapping | The 7 summits, The Lake District, The Alps, The Rocky Mountains | Where in the world are cities located? (London, Amsterdam, New York) Which countries do these cities trade with? | Where have floods taken place locally/globally? | Where can you find volcanos? | Where is the South Cornish Coast? | Where is the River Tamar/Fowey? |
| Settlements | The 7 summits, The Lake District, The Alps, The Rocky Mountains | What is the land used for in these cities? | What is life like in a volcanic area? How does an eruption affect life? | Are there any settlements near rivers? | ||
| Climate | How is the climate different in mountain ranges? | What part does the water cycle play in a flood? |
Year 5 & 6
| Reach For The Sky | Money, Money, Money | Flood | Hot Rocks | South Cornish Coast | Rivers | |
| Human Features | What makes a city a city? What is the land used for in these cities? What do these countries trade? | What causes a flood? Is there anything that can be done to prevent flooding? | What jobs does the South Cornish Coast provide? | How are humans affecting rivers? | ||
| PhysicalFeatures | What is a mountain? How are mountains formed? | What is the land used for in these cities? | What is a flood? What causes a flood? | What is a volcano? Why do volcanos erupt? (Tectonic plates) | What is a coastline? How are headlands and bays formed? What is coastal erosion? | How are rivers formed? What are the features of a river? |
| Location | The 7 summits, The Lake District, The Alps, The Rocky Mountains | Where in the world are cities located? (London, Amsterdam, New York) Which countries do these cities trade with? | Where have floods taken place locally/globally? | Where can you find volcanos? | Where is the South Cornish Coast? | Where is the River Thames/Fowey? |
| Environment | The 7 summits, The Lake District, The Alps, The Rocky Mountains | How can a flood affect the environment? | Is there any wildlife in a volcanic area? What affect does an eruption have on the environment? | Do the jobs along the SCC have a negative or positive impact on the environment? How is coastal erosion having an affect on the environment? | ||
| Comparison | The 7 summits, The Lake District, The Alps, The Rocky Mountains | Which countries do these cities trade with? | Are all volcanos the same? | Will the SCC be there forever? | What are the features of the two rivers? How are the two rivers similar/different? |
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| Mapping | The 7 summits, The Lake District, The Alps, The Rocky Mountains | Where in the world are cities located? (London, Amsterdam, New York) Which countries do these cities trade with? | Where have floods taken place locally/globally? | Where can you find volcanos? | Where is the South Cornish Coast? | Where is the River Thames/Fowey? |
| Settlements | The 7 summits, The Lake District, The Alps, The Rocky Mountains | What is the land used for in these cities | What is life like in a volcanic area? How does an eruption affect life? | Are there any settlements near rivers? |
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| Climate | How is the climate different in mountain ranges? | What part does the water cycle play in a flood? |
This document was created using the National Curriculum and resources published for schools by the Geographical Association
| Year 1/2 | Year 3/4 | Year 5/6 | |
| Locational Knowledge | For instance: · 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 | For instance: · Locate the world’s countries, using maps to focus on Europe and North and South America. · 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). · Identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn. | For instance: · 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 |
| Geographical skills and fieldwork (Mapping) | For instance: Using maps · Use relative vocabulary such as bigger, smaller, like, dislike · Use directional language such as near and far, up and down, left and right, forwards and backwards · Follow a route on a map · Use simple compass directions · Use aerial photographs and plans to recognise landmarks and basic human and physical features Map knowledge · Use world maps to identify the UK in its position in the world. · Use maps to locate the four countries and capital cities of UK and its surrounding seas · Locate and name on a world map and globe the seven continents and five oceans. · Locate on a globe and world map the hot and cold areas of the world including the Equator and the North and South Poles Making maps · Draw or make a map of real or imaginary places (e.g. add detail to a sketch map from aerial photograph) · Use and construct basic symbols in a key | For instance: Using maps · Follow a route on a large scale map · Locate places on a range of maps (including OS and digital) · Identify features on an aerial photograph, digital or computer map · Begin to use 8 figure compass and four figure grid references to identify features on a map Map knowledge · Locate the UK on a variety of different scale maps · Name & locate the counties and cities of the UK · Locate Europe on a large scale map or globe, · Name and locate countries in Europe (including Russia) and their capitals cities Making maps · Recognise and use OS map symbols, including completion of a key and understanding why it is important · Draw a sketch map from a high viewpoint | For instance: Using maps · Follow a short route on a OS map · Describe the features shown on an OS map · Use atlases to find out data about other places · Use 8 figure compass and 6 figure grid reference accurately · Use lines of longitude and latitude on maps Map knowledge · Locate the world’s countries on a variety of maps, including the areas studied throughout the Key Stages. Making maps · Draw a sketch map using symbols and a key, · Use and recognise OS map symbols regularly · Draw plans of increasing complexity · Begin to use and recognise atlas symbols |
| Geographical Skills and Fieldwork | For instance: Gather information Use basic observational skills Carry out a small survey of the local area/school Draw simple features Ask and respond to basic geographical questions Ask a familiar person prepared questions Use a pro-forma to collect data e.g. tally survey Sketching Create plans and draw simple features in their familiar environment Add labels onto a sketch map, map or photograph of features Audio/Visual Recognise a photo or a video as a record of what has been seen or heard Use a camera in the field to help to record what is seen | For instance: Gather information Ask geographical questions Use a simple database to present findings from fieldwork Record findings from field trips Use a database to present findings Use appropriate terminology Sketching Draw an annotated sketch from observation including descriptive / explanatory labels and indicating direction Audio/Visual Select views to photograph Add titles and labels giving date and location information Consider how photo’s provide useful evidence use a camera independently Locate position of a photo on a map | For instance: Gather information Select appropriate methods for data collection such as interviews, Use a database to interrogate/ amend information collected, Use graphs to display data collected Evaluate the quality of evidence collected and suggest improvement Sketching Evaluate their sketch against set criteria and improve it Use sketches as evidence in an investigation. select field sketching from a variety of techniques Annotate sketches to describe and explain geographical processes and patterns Audio/Visual Make a judgement about the best angle or viewpoint when taking an image or completing a sketch Use photographic evidence in their investigations and Evaluate the usefulness of the images |
| Place Knowledge | For instance: · Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and a contrasting non-European country | For instance: · 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. | For instance: · Further 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 at a deeper level. |
| Human and Physical Geography | For instance: · 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 à beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather Key human features a city, town, village, factory, farm, house, office, port, harbour, shop | For instance: · Describe and understand key aspects of: Physical geography a climate zones, rivers, mountains, volcanoes and earthquakes, and the water cycle Human geography types of settlement and land use, and the distribution of natural resources including energy, food, minerals and water | For instance: · Describe and understand key aspects of: Physical geography a climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle Human geography a types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water |
