Geography Overview Breadth of Study Geography National Curriculum coverage in the Creative Curriculum Autumn Spring Summer EYFS Understanding the world – To learn about the different environments and animals. Understanding the world –To explore the environment that they live in. Understanding the world- To explore the life cycle of plants. How they grow and live. Co-ordinator expectations Use pictures and photos of different environments and animals and use simple sentences to describe what they see. Co-ordinator expectations To take a trip around the school and talk about what they see. Draw and write simple sentences using words such as shops, far, near, house, road. Co-ordinator expectations To be able to verbally explain the life cycle of plants. This could be done through a class poem or a class song. Year 1 Autumn Spring Summer Location Knowledge: Name and locate a local town. Name and locate the four countries of the United Kingdom. Name Rivers in the United Kingdom. Place Knowledge: Use of basic geographical vocabulary to refer to physical and human features of their school and its ground and of the surrounding environment. Human and physical Geography: Identify seasonal and weather patterns in the UK. Identify hot and cold areas of the world. Co-ordinator expectations Geographical Skills Use maps, atlases and globes to identify the countries. Use videos and photos of rivers and areas, describe them in groups. Using blank maps labelling countries and rivers within the United Kingdom. Co-ordinator expectations Geographical Skills •Use maps, atlases and globes to identify the countries. •Use of photography and videos to recognise landmarks and basic human and physical feature and routes on maps in the local area. •Use basic geographical vocabulary to refer to human features: city, town, village, factory, farm, house, office and shop. •To be able to sentences using the keywords. •To be able to use locational and directional language (e.g. near, far, left and right). •Use simple fieldwork and observational skills to sketch the Geography of their school grounds and the local area. Co-ordinator expectations Geographical Skills and Fieldwork: Use maps, atlases and globes to identify countries which are hot and cold. Use videos and photos of hot and cold areas and to be able to describe them. To be able to describe the human and physical features of the hot and cold areas 2 Autumn Spring Summer
Location Knowledge: Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding areas. Name and locate the world’s seven continents and five oceans. Place Knowledge: Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK, and of a small area in a non-European country. Use basic geographical vocabulary to refer to physical features: beach, cliff, coast, forest, mountain, sea, ocean, river, soil, valley, vegetation, season and weather. Human and physical Geography: Identify seasonal and daily weather patterns in the UK and the location of hot and cold areas of the world in relation to the equator and the north and south poles. Co-ordinator expectations Geographical Skills: Use maps, atlases and globes to identify the countries. Use simple compass directions (North, East, South, and West). Use world map to label the continents and oceans. Compare two continents (Hot and Cold) and produce a fact file on each. Include animals, weather, location. Co-ordinator expectations Geographical skills: To be able to define what human and physical feature are . Using satellite images, describe the physical features of two contrasting countries. Use photos to describe the human features of two contrasting countries. To be able to use the key in a sentence. Co-ordinator expectations Geographical Skills: Use satellite images of weather forecasts to predict the weather. Use weather photos of United Kingdom and write a simple weather forecast – cloudy, rain, sunshine. To be able to describe the location of how and cold areas of the world. Year 3 Autumn Spring Summer Location Knowledge: Name and locate countries and cities of the UK, geographical regions and their identifying human and physical characteristics. Look at key geographical features (e.g. hills, mountains, coasts and rivers).
Co-ordinator expectations Geographical skill In groups choose different capital cities, research them (geographical features – physical and human), make a brochure page and present it to the rest of the class, using persuasive language. Use of basic map skills (six figure grid references, scale, map symbols etc) Co-ordinator expectations Geographical skill Compare the London landscape to a mountainous region in Scotland. Draw pictures/diagrams and label human and physical features and how these have changed over time. Complete a project using photography, showing the physical and human geographical features of an area (local or global). Co-ordinator expectations Geographical Play a trading game, which highlights trading with other countries. On a world map, label the continents and draw on the tectonic plates and label key volcanoes – draw a key. Choose a volcano situated in an - draw a cross-section. Draw other features found around volcanoes under water and label. Create a presentation (ICT) explaining the features of a volcano and earthquakes. Unicef Article 27