Geography

Intent Statement

At Houghton Regis Primary School, Geography provides the children with the opportunity to explore and investigate the world around them, offering 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, as well as their place within it. The geography curriculum at Houghton Regis Primary School enables children to develop knowledge and skills that are transferable to other curriculum areas, and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

In ensuring high standards of teaching and learning in Geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a half-termly topic, focusing on knowledge and skills stated in the 2014 National Curriculum. We ensure that Geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to gain ‘real-life’ experiences. For example, using the local area to follow maps in Key Stage 1, to comparing the similarities and differences in environments and communities in Lower Key Stage 2, through to debating world issues on pollution in Upper Key Stage 2. This approach is crucial for all learners in all key stages, especially those who are disadvantaged or who experience some form of SEND. Through our planning and implementation, we aim to grow the children’s subject vocabulary by encouraging them to learn the definitions of key words and to link them to previous areas of their learning, in order to create a connection and deepen their understanding of the world.

At Houghton Regis Primary School, children develop a real sense of curiosity to find out about the world and the people who live there, through their learning of Geography. Children understand how Geography has shaped their lives and the world today. Continuing to build on their knowledge, we hope that the children will continue to be interested in the developments of our planet throughout their life. Children have a good understanding of locational knowledge and understand where places are and what they are like. As children progress through the school, they develop knowledge of the world around them and can also think about their local area and its place within the wider world. Additionally, we aim for our children to have the ability to form opinions, take responsibility and share an understanding about current and contemporary issues in society and the environment.

Geography Curriculum Mapping Document

		KS1	LKS2	UKS2
Year A	Autumn 1	Our Local Area, Comparison with non-European location (Africa)
	Autumn 2	Our wonderful world (continents, oceans, hot & cold zones)		North and South America
	Spring 1	China	Countries of the world
	Spring 2	Let’s explore London!	Local Study	Frozen Kingdoms
	Summer 1	Jungles & Deserts	Mountains and Volcanoes	Extreme Earth and Natural Disasters
	Summer 2	Mapwork skills	Mountains and Volcanoes
Year B	Autumn 1	Our wonderful world (continents, oceans, hot & cold zones)	Roman Britain
	Autumn 2	Our Local Area, Comparison with non-European location (Africa)		Egypt
	Spring 1	Continents and Oceans	UK: Land use, trade, earning a living
	Spring 2	Mapwork skills	Rivers and seas: The Water Cycle	Explore Africa
	Summer 1	Polar regions and Australia	European countries and coasts
	Summer 2	Beside the Seaside	European countries and coasts	Changing UK

Geography Skills and Knowledge Audit

		Locational Knowledge		Place Knowledge	Human & Physical Geography		Geographical skills and fieldwork
		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;	compare the UK with a contrasting country in the world; compare a local city/town in the UK with a contrasting city/town in a different country;	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, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather;	use world maps, atlases and globes to identify the countries, continents and oceans studied at this key stage;	use simple compass directions and locational and directional to describe the location of features and routes on a map;	devise a simple map; and use and construct basic symbols in a key;	use simple fieldwork and observational skills to study the geography of the surrounding area, including key human and physical features, using a range of methods;
YEAR A KS1 1/2	Aut	Our Wonderful World	Our Local Area	Our Local Area	Our Wonderful World	Our Local Area
	Spr		Let’s explore London!	China		Let’s explore London! China	China		Let’s explore London!
	Sum				Jungles and Deserts		Jungles and Deserts	Mapwork	Mapwork	Mapwork
YEAR B KS1 1/2	Aut	Our Wonderful World	Our Local Area	Our Local Area	Our Wonderful World	Our Local Area
	Spr	Continents and Oceans					Mapwork skills	Mapwork skills	Mapwork skills	Mapwork skills
	Sum	Beside the Seaside		Polar Regions & Australia	Polar Regions & Australia Beside the Seaside				Beside the Seaside

Geography Skills and Progression Document

KS1

LKS2

UKS2

Locational Knowledge

Building on EYFS knowledge of their own environment, children start to learn the names of key places in the UK beyond their immediate environment. Children also learn the names of the world’s oceans and continents.

KS1 Geography National Curriculum

Pupils develop contextual knowledge of the location of globally significant places. They should develop knowledge about the world, the United Kingdom and their locality.

Children can:

a name and locate the world’s seven continents and five oceans;

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

use key vocabulary to demonstrate knowledge and understanding in this strand: United Kingdom, England, Scotland, Wales, Northern Ireland, town, city, village, sea, beach, hill, mountain, London, Belfast, Cardiff, Edinburgh, capital city, world map, continent, ocean, Europe, Africa, Asia, Australasia, North America, South America, Antarctica.

Building on KS1 knowledge of the UK, children begin to explore more of the world, understand how the world has zones and the significance of those zones. Locating places and features accurately on maps also becomes a focus.

KS2 Geography National Curriculum

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America.

Children can develop contextual knowledge of the location of globally significant places – both terrestrial and marine.

Children develop their understanding, recognising and identifying key physical and human geographical features.

Children can:

a locate the world’s countries, using maps to focus on South America, concentrating on environmental regions and key physical and human characteristics;

b name and locate counties and cities of the United Kingdom, identifying human and physical characteristics including hills, mountains, rivers and seas, and how a place has changed;

c 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;

use key vocabulary to demonstrate knowledge and understanding in this strand: county, country, town, coast, physical features, human features, mountain, hill, river, sea, climate, tropics, tropical, of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle.

Children begin to explore Eastern Europe and South America using maps to find these locations. Children use their knowledge of longitude, latitude, coordinates and indexes to locate places. Compared to Lower KS2, children focus more on finding locations outside of the UK.

KS2 Geography National Curriculum

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. They will begin to explore the concept of tourism and its impact. Children can develop contextual knowledge of the location of globally significant places – both terrestrial and marine.

Children develop their understanding of recognising and identifying key physical and human geographical features of the world; how these are interdependent and how they bring about spatial variation and change over time.

Children can:

a use maps to locate the world’s countries with a focus on Eastern Europe and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities;

b name and locate counties and cities of the United Kingdom, identifying their physical features, including mountains, and rivers, and land-use patterns; showing change over time;

c identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere and use longitude and latitude to find locations on a map;

use key vocabulary to demonstrate knowledge and understanding in this strand: atlas, index, coordinates, latitude, longitude, contour, altitude, peaks, slopes, continent, country, city, North America, South America, border, key.

Place Knowledge

Children begin to compare places in the UK with a place outside of the UK. This builds on EYFS knowledge and understanding of the world, people and communities. Children can apply the skills of observing similarities and differences to places as well as people.

KS1 Geography National Curriculum

Pupils develop contextual knowledge of the location of globally significant places. They should develop knowledge about the world, the United Kingdom and their locality. Children begin to understand basic vocabulary relating to human and physical geography.

Children can:

a compare the UK with a contrasting country in the world;

b compare a local city/town in the UK with a contrasting city/town in a different country;

use key vocabulary to demonstrate knowledge and understanding in this strand: South America, London, Brasilia, compare, capital city, China, Asia, country, population, weather, similarities, differences, farming, culture, Africa, Kenya, Nairobi, river, desert, volcano.

Children develop vocabulary relating to physical and human geographical features from KS1. They begin to develop the skills of comparing regions, by focusing on specific features. Children focus on comparing regions of the UK in depth and start to look at an area outside of the UK.

KS2 Geography National Curriculum

Children can 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.

Children can:

a understand geographical similarities and differences through the study of human geography of a region of the United Kingdom;

b explore similarities and differences, comparing the human geography of a region of the UK and a region of South America;

c understand geographical similarities and differences through the study of physical geography of a region of the United Kingdom;

d explore similarities and differences comparing the physical geography of a region of the UK and a region of South America;

use key vocabulary to demonstrate knowledge and understanding in this strand: Amazon rainforest, Sherwood Forest, Sheffield, city, Yorkshire, physical features, human features, landscape, feature, population, land use, retail, leisure, housing, business, industrial, agricultural.

Children develop their analytical skills by comparing areas of the UK with areas outside of the UK. They will have a deeper knowledge of diverse places, people, resources, natural, and human environments. They can make links to places outside of the UK and where they live. Children are encouraged to conduct independent research, asking and answering questions.

KS2 Geography National Curriculum

Children can:

a understand geographical similarities and differences through the study of human geography of a region of the United Kingdom, a region of Eastern Europe and South America;

b understand geographical similarities and differences through the study of physical geography of a region of the United Kingdom, a region of Eastern Europe and South America;

use key vocabulary to demonstrate knowledge and understanding in this strand: latitude, Arctic Circle, physical features, climate, human geography, land use, settlement, economy, natural resources.

Human and Physical Geography

Building on EYFS knowledge of how environments may vary. Children begin to learn about the physical and human features of geography.

KS1 Geography National Curriculum

Children will understand key physical and human geographical features of the world. They identify seasonal and daily weather patterns.

Children can:

a 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;

b use basic geographical vocabulary to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather;

use basic geographical vocabulary to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.

Children have a stronger understanding of the difference between physical and human geography. They use more precise vocabulary, explaining the processes of physical and human geography and their significance. They learn more about extreme weather, the processes involved in the causes and effects of extreme weather, as well as beginning to understand the impact of humans on the earth.

KS2 Geography National Curriculum

Children locate a range of the world’s most significant human and physical features. Explain how physical features have formed, why they are significant and how they can change.

Explain the impact of humans on the earth in terms of land use, settlements and their direct connection to physical changes.

Children can:

describe and understand key aspects of:

a physical geography, including: climate zones, biomes, volcanoes, tornadoes, tsunamis, earthquakes and the water cycle;

b human geography, including: types of settlement and land use;

use key vocabulary to demonstrate knowledge and understanding in this strand: mantle, outer core, inner core, magma, volcano, active, dormant, extinct, earthquake, epicentre, shock wave, magnitude, tsunami, tornado, climate, tropics, deforestation, evaporation, water cycle, evaporation, condensation, precipitation, cooling, filter, pollution, settlement, settler, site, need, shelter, food.

Children deepen their understanding of the difference between physical and human geography. They can explain the terminology of both aspects of geography with a range of examples. They spend time exploring human geography and the impact humans have on the world. They focus on trade links, resources and the distribution of resources around the world. Children also learn about the different types of mountains.

KS2 Geography National Curriculum

Children will locate a range of the world’s most significant human and physical features. Explain how physical features have formed, why they are significant and how they can change. Children can understand how these are interdependent and how they bring about spatial variation and change over time. Children will deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

Children can:

describe and understand key aspects of:

a physical geography, including: climate zones, biomes and vegetation belts, mountains and the water cycle;

b 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;

use key vocabulary to demonstrate knowledge and understanding in this strand: environmental disaster, settlement, resources, services, goods, electricity, supply, generation, renewable, non-renewable, solar power, wind power, biomass, origin, import, export, trade, efficiency, conservation, carbon footprint, peak, plateau, fold mountain, fault-block mountain, dome mountain, volcanic mountain, plateau mountain, tourism, positive, negative, economic, social, environmental.

Geographical Skills and Fieldwork

Building on EYFS knowledge of their own environment, children begin to use maps to locate places and name features using keys and symbols. Children also begin to look at how the environment has changed over time.

KS1 Geography National Curriculum

Children can interpret geographical information from a range of sources. They can communicate geographical information in a variety of ways.

Children can:

a use world maps, atlases and globes to identify the countries, continents and oceans studied at this key stage;

b use simple compass directions and locational and directional to describe the location of features and routes on a map;

c devise a simple map; and use and construct basic symbols in a key;

d use simple fieldwork and observational skills to study the geography of the surrounding area, including key human and physical features, using a range of methods;

use key vocabulary to demonstrate knowledge and understanding in this strand: compass, 4-point, direction, North, East, South, West, plan, record, observe, aerial view, key, map, symbols, direction, position, route, journey, the UK, changes, tally chart, pictogram, world map, country, continent, human, physical.

Children begin to develop their map skills. They will be able to identify features on a map through the use of symbols and keys. Children begin to use fieldwork skills to monitor and explain patterns in human and physical features.

KS2 Geography National Curriculum

Children collect, analyse and communicate a range of data gathered through fieldwork that deepens their understanding of geographical processes. They interpret a range of sources of geographical information including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).

Children can:

a use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied;

b use symbols and keys (including the use of Ordnance Survey maps), to build their knowledge of the United Kingdom and the wider world;

c use fieldwork to observe and present the human and physical features in the local area using sketch maps, plans and digital technologies;

use key vocabulary to demonstrate knowledge and understanding in this strand: sketch map, map, aerial view, feature, annotation, landmark, distance, key, symbol, land use, urban, rural, population, coordinates.

Children build on their map skills by communicating locations through grid references and coordinates. They also explain what makes a good map symbol and why. Children focus on observing and recording the changes of human features over time, for example trade patterns.

KS2 Geography National Curriculum

Children will become confident in collecting, analysing, and communicating a range of data. Children can explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Children can:

a use maps, atlases, globes and digital/computer mapping to locate countries and describe features;

b 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 United Kingdom and the wider world;

c use fieldwork to observe, measure, record and present human features using a range of methods, including sketch maps, plans and graphs, and digital technologies;

use key vocabulary to demonstrate knowledge and understanding in this strand: atlas, index, coordinates, latitude, longitude, key, symbol, Ordnance Survey, Silva compass, legend, borders, fieldwork, measure, observe, record, map, sketch, graph.

EYFS Areas of Study

Understanding the World – The World

30-50m: Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Can talk about some of the things they have observed such as plants, animals, natural and found objects. Developing an understanding of growth, decay and changes over time. Shows care and concern for living things and the environment.

40-60m: Looks closely at similarities, differences, patterns and change.

ELG: 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.

Skills progression:

Pupils comment on what they have seen/discovered in the world; they identify basic locations of places they have been which are related to a map of the United Kingdom or the wider world. Geographically we discuss what is around these places – land, sea, rivers. Through teaching of topics including Celebrations, we look at the wider world on a globe/world map and discuss different countries and their cultures. We have supporting materials in Child Initiated Learning such as world map puzzles and children’s atlas’. We discuss modes of transport and how we could get to certain places. Through our Seasonal topics we look at our local environment and contrast it with other environments. We do basic fieldwork and data gathering when exploring our environmental topics such as Mini-beasts. We use basic bar graphs and tally charts in mathematics to display our findings. We also draw basic maps of our outdoor area.