Geography
At John Hellins Primary School, we teach our geography curriculum throughout the year, where possible linking it to our classroom theme/topic.
The geography curriculum has been designed so that the children’s knowledge and skills progress as they move through the school, the aim is to build on their prior learning and therefore extending their knowledge and ability; deepening their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. It is designed to have numerous opportunities for cross-curricular work and supports the teachers by providing them with the structure they need, and also the knowledge and skills they need to impart to the children.
There is a clear assessment criteria, which enables the teachers to assess the knowledge of the children at the end of the year. The geography coordinator collates evidence from the different classes ensuring this demonstrates progression. They also moderate and observe the teaching during the year.
The curriculum is structured so that the children’s skills and knowledge develop through the school, building on existing facts and being able to draw on schemata in the long-term memory to better understand and place new information and geographical processes.
Here is an outline of the key geographical skills that will be taught this year. These skills will ensure the children gain the appropriate knowledge in preparation for further study at secondary school.
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Year Group |
Autumn |
Spring |
Summer |
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Theme |
Celebrations - Me and All Around me and Bright Lights! (birthdays, celebrations, colours and magic) |
Animals Across the Globe (Arctic and cold places and underwater and by the sea) |
Traditional Tales (retelling and recreating) |
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EYFS |
To be able to describe the features of their own immediate environment and how environments might vary from one another. (The World – ELG)
To be able to draw information from a simple map.
To be able to explore the natural world around them (autumn walk).
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To be able to discuss similarities and differences in relation to places, objects, materials and living things. (The World - ELG)
To be able to make observations of the environment and explain why some things occur and talk about changes, including seasons.
To be able to make observations of animals and plants and explain why some things occur, and talk about these changes. |
To be able to describe a familiar route, both fiction (from a traditional tale) and non-fiction (home to school)
To be able to discuss routes and locations and use drawings to map out the route.
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1 |
All about Me/Me and My Shadow/We are Family |
Bright Lights Big City |
Into the jungle |
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To be able to categorise different packaging materials that can and cannot be recycled.
To be able to observe seasonal and daily weather patterns in the United Kingdom.
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To be able to locate the United Kingdom and its four countries, using a world map.
To be able to locate the surrounding seas and ocean of the United Kingdom, using an atlas.
To be able to locate the capital cities of the United Kingdom, using an atlas.
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To be able to locate the seven continents and five oceans of the world, using a globe and a world map.
To be able to locate hot and cold areas of the world in relation to the Equator and the North and South Poles, using a world map.
To be able to locate countries, using a world map, including Russia, Brazil, UK, Egypt, Australia, Greece, Canada and Thailand.
To be able to identify the basic process of the water cycle. |
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2 |
Explorers |
Castles and Monarchs |
Who wants to be famous? |
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To be able to use a compass.
To be able to use locational and directional language to describe the location of features and routes on a map of Potterspury.
To be able to use simple fieldwork and observational skills to study the geography of John Hellins Primary School and its grounds, using digital maps. |
To be able to use aerial photographs to recognise landmarks and basic human and physical features, including beach, cliff, coast, sea, river, soil, valley, farm, shop, town, village and castle (compare Warwick to Potterspury).
To be able to draw and devise a simple map of imaginary places and from stories, using a key (‘Paper bag Princess’ dragon trail).
To be able to compare the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country. |
To be able to add simple symbols onto an imaginary map, including shop, school, harbour, office and port. |
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3 |
Stone Age/Flintstones |
Rainforests and Our Planet |
Emperors and Empires |
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To be able to navigate the eight compass points, using a compass.
To be able to locate a particular square on a map, using four references grids.
To be able to locate, investigate, compare and contrast the environmental regions of North America and South America –Compare the state of Alaska to Brazil (prior learning link to Brazil).
To be able to investigate, compare and contrast the environmental regions of Europe, using a map and a key.
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To be able to explore key facts of a country within Europe.
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4 |
Vikings. Anglo Saxons, Scots and Warriors |
Extreme Environments |
Egyptians/Walk like an Egyptian |
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To be able to read and use Ordnance Survey maps and locate key features using four figure grid referencing.
. To be able to name, compare and contrast the geographical features of two cities, from different counties of the United Kingdom.
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To be able to locate the world’s countries, using maps and identify those in the Northern and Southern Hemispheres.
To be able to locate Russia using a digital map.
To be able to research and describe the village of Oymyakon (link to prior learning).
To be able to compare and contrast the countries and cities for the continents Europe, South America and North America.
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To be able to identify and locate the position of the Equator and the Tropics of Cancer and Capricorn using a map and a blank map.
To be able to locate Egypt using an atlas and present data using a key.
To be able to identify the process of the water cycle, using an illustration.
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5 |
A taste of the Orient |
Space – The Final Frontier |
All Greek to Me |
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To be able to describe and understand different types of settlement and land use.
To be able to describe the key aspects of economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water.
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To be able to identify and describe the process of the water cycle and present information on a diagram.
To be able to present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
To be able to understand physical, geographical similarities and differences of a region of the United Kingdom and a region in North and South America.
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To be able to understand the human and physical geographical similarities and differences of a region of the United Kingdom and a region in a European Country.
To be able to use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
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6 |
Conflict and war |
Our Changing World/Be The Change |
Africa |
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To be able to read and use Ordnance Survey maps and locate key features using four figure grid referencing.
To be able to name, compare and contrast the geographical features of two cities, from different counties of the United Kingdom.
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To be able to locate the world’s countries, using maps and identify those in the Northern and Southern Hemispheres.
To be able to locate Russia using a digital map.
To be able to research and describe the village of Oymyakon. (Link to prior learning)
To be able to compare and contrast the countries and cities for the continents Europe, South America and North America.
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To be able to identify and locate the position of the Equator and the Tropics of Cancer and Capricorn using a map and a blank map.
To be able to locate Egypt using an atlas and present data using a key.
To be able to identify the process of the water cycle, using an illustration.
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