Geography Curriculum

The geography topics have been chosen to meet the requirements of the National Curriculum in a way that will build upon their prior knowledge. Pupils will extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Illustration of globe, map, volcano, river and trees

Locational knowledge

  • 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.
  • 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).
  • 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.

Place knowledge

  • 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.

Place knowledge is taught through all units, with focused studies of Greater London (Year 5 Population, Settlement and Changes) Brazil (Year 4) and the French Alps (Year 5 Europe).

Human and physical geography

Describe and understand key aspects of:

  • Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
  • 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.

Geographical skills and fieldwork

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
  • 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.
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.
  • Conducting fieldwork to support topics of study, both in the local area and on residential trips.

Year 3

Week 1

Outcome

  • To locate continents, oceans and the equator

 

Vocabulary

  • continent, season, country, Atlantic Ocean, North Sea, The English Channel, The Irish Sea, capital cities, settlements, vegetation, harbour

 

Geographical substantive concept

  • Location

Week 2

Outcome

  • To locate the UK in the world and Europe

 

Revision

  • To identify the four seasons

 

Vocabulary

  • population, landscape, relationship, natural processes, Europe, United Kingdom

 

Geographical substantive concept

  • Location

Week 3

Outcome

  • To locate and compare the four nations of the UK and their capital cities

 

Revision

  • To identify hot and cold areas in the world in relation to the Equator

 

Vocabulary

  • continents, locate, Europe, United Kingdom, England, Scotland, Wales, Northern Ireland

 

Geographical substantive concept

  • Location

Week 4

Outcome

  • To know the main landscape features in the UK

 

Revision

  • To identify key physical features (beach, cliff, coast, forest, hill)

 

Vocabulary

  • countries, nation, capital city, mountains, rivers, lakes, valleys

 

Geographical substantive concept

  • Landscape

Week 5

Outcome

  • To explain the different features of the UK coastline

 

Revision

  • To identify key human features (city, town, village, factory)

 

Vocabulary

  • landscape, mountainous, cliffs, coast, features

 

Geographical substantive concept

  • Landscape

Week 6

Outcome

  • To analyse how temperature and rainfall vary across the UK

 

Revision

  • To  identify the seven continents

 

Vocabulary

  • temperature, rainfall, precipitation, regions, climate

 

Geographical substantive concept

  • Climate

Week 7

Outcome

  • To compare the climate in the UK to other global locations

 

Revision

  • To identify the 5 oceans

 

Vocabulary

  • climate, global, locations, seasons, humidity, latitude

 

Geographical substantive concept

  • Climate

Week 1

Outcomes

  • To describe the different types of farming in the UK

 

Revision

  • To use simple compass directions (North, South, East, West) and locational and directional language (near, far, left, right)

 

Vocabulary

  • livestock, crops, dairy, organic

 

Geographical substantive concept

  • Location

Week 2

Outcome

  • To define ‘trade’ and to explore trade items imported to the UK

 

Revision

  • To be able to use a compass point to relate to where we live in the UK

 

Vocabulary

  • trade, import, exchange

 

Geographical substantive concept

  • Trade

Week 3

Outcome

  • To describe a range of different settlements in the UK

 

Revision

  • To be able to use a compass to relate where we are in relation to the Thames

 

Vocabulary

  • hamlet, village, town, city

 

Geographical substantive concept

  • Settlement

Week 4

Outcomes

  • To describe the range of streets and houses in the UK

 

Revision

  • To describe where certain countries are on the map using a compass

 

Vocabulary

  • characteristics, community, site, surroundings

 

Geographical substantive concept

  • Settlement

Week 5

Outcome

  • To analyse a range of different maps

 

Revision

  • To use a simple key on a map

 

Vocabulary

  • OS map, location, England, central

 

Geographical substantive concept

  • Location

Week 6

Outcome

  • To describe the structure of the city of London

 

Revision

  • To devise a simple map

 

Vocabulary

  • central business district, inner London boroughs, outer London boroughs, commuter zone

 

Geographical substantive concept

  • settlement

Week 1

Outcome

  • To recognise the significant landmarks of London and their location

 

Vocabulary

  • River Thames, accessibility, industry, tourism

 

Revision

  • To explore Antarctica using Google Earth

 

Geographical substantive concept

  • Location

Week 2

Outcome

  • To analyse land use in my local area

 

Vocabulary

  • residential, industrial, commercial, public, open spaces, transport, services

 

Revision

  • To know what Antarctica is like and how does it compare to the rest of the world

 

Geographical substantive concept

  • Sustainability

Week 3

Outcome

  • To describe key features of the River Thames

 

Vocabulary

  • miles, tidal, shore, source, mouth, port

 

Revision

  • To know who can live in Antarctica and what animals live there

 

Geographical substantive concept

  • Location

Week 4

Outcome

  • To analyse how people move around London.

 

Vocabulary

  • motorway, underground, Transport for London, accessibility

 

Revision

  • To know what equipment to take on an expedition to Antarctica

 

Geographical substantive concept

  • Location

Week 5

Outcome

  • To interpret my local area as a borough in London

 

Vocabulary

  • observation, buildings, green area, amenities

 

Revision

  • To remember Antarctica key geographical facts and figures

 

Geographical substantive concept

  • Location

Week 6

Outcome

  • To assess my knowledge and understanding of the UK

 

Vocabulary

  • crust, magma, inner core, outer core, mantle

 

Revision

  • To locate India on the world map

 

Geographical substantive concept

  • Location

Week 1

Outcome

  • To describe the layers of the Earth

 

Vocabulary

  • landscape, magma, crust, inner core, outer core, mantle

 

Revision

  • To locate India on different maps

 

Geographical substantive concept

  • Landscape

Week 2

Outcome

  • To describe tectonic plates

 

Vocabulary

  • movement, tectonic plates, volcanoes

 

Revision

  • To name and locate cities in India

 

Geographical substantive concept

  • Location

Week 3

Outcome

  • To identify the features of volcanoes

 

Vocabulary

  • land plate, magma chamber, vent, ash, oceanic crust

 

Revision

  • To describe the climate of India

 

Geographical substantive concept

  • Landscape

Week 4

Outcome

  • To identify the different shapes of volcanoes and reasons for their formation

 

Vocabulary

  • explosive, stratovolcanoes, effusive, eruptions

 

Revision

  • The know the range of climates in India (regional)

 

Geographical substantive concept

  • Landscape

Week 5

Outcome

  • To locate regions where volcanic activity occurs

 

Vocabulary

  • plates, effusive, edges

 

Revision

  • To describe the physical features in India

 

Geographical substantive concept

  • Location

Week 6

Outcome

  • To explain what happens when a volcano erupts

 

Vocabulary

  • active, ash, lava, pressure, surface

 

Revision

  • To describe the human features in India

 

Geographical substantive concept

  • Landscape

Week 1

Outcome

  • To discuss the advantages and disadvantages of living near a volcano

 

Vocabulary

  • evacuation, precaution, danger, risk

 

Revision

  • To use aerial photographs to recognise landmarks in the world

 

Geographical substantive concept

  • Landscape

Week 2

Outcome

  • To explain what an earthquake is

 

Vocabulary

  • movement, tectonic plates, seismic waves, damage

 

Revision

  • To name man-made and natural landmarks

 

Geographical substantive concept

  • Landscape

Week 3

Outcome

  • To describe how to measure earthquakes

 

Vocabulary

  • shockwaves, estimate, duration

 

Revision

  • To identify the different features of the coast

 

Geographical substantive concept

  • Landscape

Week 4

Outcome

  • To explain what happens during an earthquake and the impact this can have on human settlements

 

Vocabulary

  • tectonic boundary, debris, fault line

 

Revision

  • To identify different landscape features

 

Geographical substantive concept

  • Settlement

Week 5

Outcome

  • To analyse the most active earthquake zone in the world

 

Vocabulary

  • epicenter, seismic waves, seismographs

 

Revision

  • To explain the difference between weather and climate

 

Geographical substantive concept

  • Location

Week 6

Outcome

  • To explain how tsunamis are created and the impact they can have on human settlements

 

Vocabulary

  • landslides, upheaval, mudslides, liquefaction

 

Revision

  • To describe how land is used

 

Geographical substantive concept

  • Settlement

Week 1

Outcome

  • To describe how humans predict for living in a natural disaster zone

 

Vocabulary

  • shallow quake, aftershock, victims, economy, geothermal

 

Revision

  • To use a world map to identify the seven continents

 

Geographical substantive concept

  • Climate

Week 2

Outcome

  • To describe how humans prepare for living in a natural disaster zone

 

Vocabulary

  • vulnerable, preparation, location, population

 

Revision

  • To label continents and oceans of the world on a world map

 

Geographical substantive concept

  • Sustainability

Week 3

Outcome

  • To know how a settlement recover from a natural disaster

 

Vocabulary

  • settlement, recovery

 

Revision

  • To discuss the relative size of continents

 

Geographical substantive concept

  • Settlement

Week 4

Outcome

  • Essay: Why are regions which are vulnerable to volcanoes also attractive places to live?

 

Vocabulary

  • fertile land, tourists, geothermal, benefits, tectonic plates, minerals

 

Revision

  • To name the four countries in the UK

 

Geographical substantive concept

  • Landscape

Week 5

Outcome

  • Essay: Why are regions which are vulnerable to volcanoes also attractive places to live?

 

Vocabulary

  • fertile land, tourists, geothermal, benefits, tectonic plates, minerals

 

Revision

  • To name the four countries in the UK

 

Geographical substantive concept

  • Landscape

Week 6

Outcome

  • Essay: Why are regions which are vulnerable to volcanoes also attractive places to live?

 

Vocabulary

  • fertile land, tourists, geothermal, benefits, tectonic plates, minerals

 

Revision

  • To locate London on a map of the UK

 

Geographical substantive concept

  • Landscape

Week 7

Outcome

  • To assess knowledge and understanding of volcanoes, earthquakes and tsunamis

 

Revision

  • To discuss misconceptions

Volcanoes, Earthquakes and Tsunamis

Year 3 start with the topic of Volcanoes which builds upon children’s prior knowledge of continents. Children are able to consolidate their knowledge of the names of oceans and continents and their broad understanding (from KS1) of the similarities and differences between global regions.

 

In contrast to KS1, the Volcanoes topic gives children the opportunity to see natural process within Geography as active and to begin to apply analysis of the effect that would have on human population settlements.

 

Children build upon their ability to present information using maps and diagrams as appropriate through mapping the location of volcanoes but also describing the processes at work in an individual volcano.

United Kingdom

Building upon the children’s prior knowledge from KS1, the Spring term topic is the United Kingdom. This topic gives children the ability to consolidate their understanding of key Geographical vocabulary such as: beach, cliff, coast, forest hill, mountain, sea and river but to extend their learning by having a greater emphasis on the differences between human and physical geography and how the two interact.

 

During this topic, children will learn about each of the constituent nations of the UK, their capital cities and the other large cities of the UK. They will also cover the physical features that make each nation of the UK unique from the Scottish Cairngorms to Northern Ireland’s Giant’s Causeway from the Welsh Valley to England’s fens. They are also introduced to the key concepts of Longitude and Latitude which help children to explain differences in climate and time zones between places around the world and the UK. Children consider the popularity of, and analyse the impact of tourism on the UK.

Land Use

During the summer, children will investigate the ways in which humans have made use of the land. They will start by contrasting urban and rural settlements and explore the concept of a wilderness. Building upon what they have learnt about the formation of mountains and valleys in their Autumn topic, they will consider why certain areas of the UK are higher above sea level than others. They will consider how the relief of the land and its geology makes it suitable for different human purposes. They will contrast regions of the UK with pertinent examples from across the world.

Geographical Concepts

icon geography climate

Climate

The weather conditions found in a certain place over a long time.

icon geography settlement-01

Settlement

The place where people live and sometimes work.

icon geography sustainability

Sustainability

Taking care of the Earth by making good choices so it stays healthy.

icon geography location

Location

Where something is placed on Earth.

icon geography landscape

Landscape

An area of land that can be seen at one time.

icon geography trade

Trade

The buying and selling of goods and services between countries.

Textbooks

Volcanoes, Earthquakes and Tsunamis

UK in Maps book cover

United Kingdom

Primary Atlas book cover

Land Use

Year 4

Week 1

Outcome

  • To define the term biome

 

Vocabulary

  • oasis, landscape, moisture, Arctic Circle, permafrost

 

Revision

  • To define what a continent is and identify the different continents

 

Geographical substantive concept

Week 2

Outcome

  • To know and identify the different types of forest

 

Vocabulary

  • To know and identify the different types of forest

 

Revision

  • To define the terms human and physical geography

 

Geographical substantive concept

Week 3

Outcome

  • To plan an investigation in our local forest area

 

Vocabulary

  • temperate, landscape

 

Revision

  • To identify and describe the layers of the Earth

 

Geographical substantive concept

Week 4

Outcome

  • To investigate our local forest area within the school site

 

Vocabulary

  • observe, identification, transformation

 

Revision

  • To identify the features of a volcano

 

Geographical substantive concept

Week 5

Outcome

  • To know and understand the features of a rainforest and apply this knowledge to the Amazon Rainforest

 

Vocabulary

  • biodiversity, evaporation, deforestation, Amazon Rainforest

 

Revision

  • To describe the formation of different volcano types

 

Geographical substantive concept

Week 6

Outcome

  • To compare the main differences between temperate and tropical rainforests  and their location to the equator

 

Vocabulary

  • equator, climate weather, tropical, temperate, precipitation

 

Revision

  • To locate regions where volcanic activity occurs

 

Geographical substantive concept

Week 7

Outcome

  • To compare the layers of temperate and tropical rainforests

 

Vocabulary

  • emergent, canopy understorey, layer, forest floor, biome

 

Revision

  • To explain what happens when a volcano erupts

 

Geographical substantive concept

Week 1

Outcome

  • To know and compare grassland and savannah

 

Vocabulary

  • continent, migration, adaptations temperature, Serengeti

 

Revision

  • To recall the characteristics of people who live in each continent (climate, population density)

 

Geographical substantive concept

Week 2

Outcome

  • To know and compare the climate and landscape of deserts, tundra and ice biomes

 

Vocabulary

  • oasis, landscape moisture, permafrost, Arctic Circle

 

Revision

  • To explain what an earthquake is

 

Geographical substantive concept

Week 3

Outcome

  • To compare The Sahara Desert and Antarctica

 

Vocabulary

  • subtropical, wadis sandstorm, dromedary camel,  emperor penguin

 

Revision

  • To describe tectonic plates and San Andreas Fault

 

Geographical substantive concept

Week 4

Outcome

  • To know and compare the three types of ocean

 

Vocabulary

  • polar, temperate, tropical, current, gravitational pull

 

Revision

  • To describe how earthquakes can be measured

 

Geographical substantive concept

 

Week 5

Outcome

  • To identify and examine the Great Barrier Reef and the issues it and other coral reefs faces

 

Vocabulary

  • coral reef,   biodiverse, continental shelf,  pollution

 

Revision

  • To explain what happens during an earthquake

 

Geographical substantive concept

 

Week 6

Outcome

  • To identify what freshwater biomes include and where they can be found

 

Vocabulary

  • source, bank, lake, River Nile, delta, streamlined, tributaries

 

Revision

  • To explain what a tsunami is and the affect they have on settlements

 

Geographical substantive concept

Week 7

Outcome

  • Essay: To compare the landscape and climate of the main biomes of the world

 

Vocabulary

  • landscape, forest, ice, desert, tundra, ocean, river, lake

 

Geographical substantive concept

Week 1

Outcome

  • Essay: To compare the landscape and climate of the main biomes of the world

 

Vocabulary

  • landscape, forest, ice, desert, tundra, ocean, river, lake

 

Revision

  • To describe how humans have adapted to live in zones with natural disaster

 

Geographical substantive concept

Week 2

Outcome

  • Essay: To compare the landscape and climate of the main biomes of the world

 

Vocabulary

  • landscape, forest, ice, desert, tundra, ocean, river, lake

 

Revision

  • To explain how people predict natural disasters

 

Geographical substantive concept

Week 3

Outcome

  • To name and locate North and South America and the countries within them

 

Vocabulary

  • territories, indigenous, continent,  shoreline

 

Revision

  • To examine a volcano case study

 

Geographical substantive concept

Week 4

Outcome

  • To identify the position and significance of latitude relating to climates and biomes

 

Vocabulary

  • climate, equator, latitude, temperate zone, Tropic of Capricorn, Tropic of Cancer

 

Revision

  • To discuss the benefits of living near a volcano

 

Geographical substantive concept

Week 5

Outcome

  • To describe the biomes and climates of different regions across the Americas

 

Vocabulary

  • alpine, temperate, desert, tropical, deciduous, tundra, coniferous savannah, Mediterranean

 

Revision

  • To explain what a tsunami is and the effect they have on human settlements

 

Geographical substantive concept

Week 6

Outcome

  • To know and recognise some of the natural landscapes and landmarks of North America

 

Vocabulary

  • Rocky Mountains,   Niagara Falls, landscape,  The Grand Canyon, Popocatepetl, aerial view

 

Revision

  • To examine why certain places are more desirable to live

 

Geographical substantive concept

Outcome

  • To understand a folk story: view and listen to Bookbox: La princesse fermière
  • Pre-teach key vocab: la princesse, le roi, la sécheresse, l’araignée, le chat, le fermier (princess, king, drought, spider, cat, farmer).

Week 1

Outcome

  • To examine why certain places are more desirable to live

 

Vocabulary

  • tectonic plates, civilisation, temperature, biome, colonisation

 

Revision

  • To locate the UK in the world and in Europe

 

Geographical substantive concept

Week 2

Outcome

  • To recognise some of the natural landscapes and landmarks of South America

 

Vocabulary

  • landmark, highland, tropical, dense

 

Revision

  • To locate and compare the four nations of the UK and compare their capital cities

 

Geographical substantive concept

Week 3

Outcome

  • To compare a natural landscape in the Americas (Andes Mountains) to one in the UK (The Peak District)

 

Vocabulary

  • mountain range, industries, cultures

 

Revision

  • To examine past settlements in the UK

 

Geographical substantive concept

Week 4

Outcome

  • To compare some types of settlements in the Americas

 

Vocabulary

  • population density, populated areas, indigenous, settlements, tribe

 

Revision

  • To compare the key differences between houses, villages, towns and cities

 

Geographical substantive concept

Week 5

Outcome

  • To recognise man-made landmarks of North America

 

Vocabulary

  • architecture, landmark, manmade, ancient, independence

 

Revision

  • To explain how major urban areas are connected by road and rail

 

Geographical substantive concept

Week 6

Outcome

  • To recognise man-made landmarks of South America

 

Vocabulary

  • historic, architectural, attractions, ruins

 

Revision

  • To define the terms immigration, emigration, migration and internal migration

 

Geographical substantive concept

Week 1

Outcome

  • To discuss and compare the economic activity between North and South America

 

Vocabulary

  • farming, industry, mining, economy, livestock

 

Revision

  • To explain why tourists come to the UK and know major airports

 

Geographical substantive concept

Week 2

Outcome

  • To recognise and compare the resources used in North and South America

 

Vocabulary

  • culture, pre-colonial, history, diet, industry, international, religion

 

Revision

  • To explain which food is most suited to being farmed in the climate of the UK

 

Geographical substantive concept

Week 3

Outcome

  • Essay: To compare and contrast the landscapes and landmarks of North and South America (both natural and man-made)

 

Vocabulary

  • landscape, mountain, natural, man-made, history

 

Revision

  • To know the main landscape features in the UK

 

Geographical substantive concept

Week 4

Outcome

  • Essay: To compare and contrast the landscapes and landmarks of North and South America (both natural and man-made)

 

Vocabulary

  • landscape, mountains, natural, man-made, history

 

Revision

  • To locate main rivers in the UK

 

Geographical substantive concept

Week 5

Outcome

  • To identify and locate the major cities within Brazil

 

Vocabulary

  • reference, location, cities, Brasilia, hollow, continent

 

Revision

  • To explain what the coast of the UK is like

 

Geographical substantive concept

Week 6

Outcome

  • To identify the natural landmarks of Brazil

 

Vocabulary

  • mountain, statue, Brasilia, natural, historical, Lencois National Park, Sugar Loaf Mountain

 

Revision

  • To describe the weather in the UK and compare to other global locations

 

Geographical substantive concept

Week 1

Outcome

  • To identify man-made landmarks of Brazil

 

Vocabulary

  • Sao Paulo Cathedral,  Christ the Redeemer, Brasillia Cathedral

 

Revision

  • To examine the physical landscape of the UK

 

Geographical substantive concept

Week 2

Outcome

  • To examine the different climates in Brazil

 

Vocabulary

  • comparison, climate, range, temperature, landscape

 

Revision

  • To compare the physical landscape of the UK Brazil

 

Geographical substantive concept

Week 3

Outcome

  • To describe the land-use in Brazil and how it has changed over time

 

Vocabulary

  • fertile, pull factor, push factor, urban, rural, natural hazards

 

Revision

  • To examine the weather in the UK

 

Geographical substantive concept

Week 4

Outcome

  • To describe the lives of people across different parts of Brazil (Comparing the lives of the rich and poor in Rio)

 

Vocabulary

  • poverty line, favela, essential resources

 

Revision

  • To examine the distribution of people in the UK

 

Geographical substantive concept

Week 5

Outcome

  • To describe the lives of the indigenous people living in the Amazon rainforest and the threats they may face

 

Vocabulary

  • migration, Amazon, threat, indigenous, Awa Tribe

 

Revision

  • To discuss why people may move to the UK

 

Geographical substantive concept

Week 6

Outcome

  • migration, Amazon, threat, indigenous, Awa Tribe

 

Vocabulary

  • primary, secondary, tertiary, trade, unemployment

 

Revision

  • To locate and describe the country of Brazil

 

Geographical substantive concept

Week 7

Outcome

  • To compare the lifestyle and cultures in Brazil to the UK

 

Vocabulary

  • population, diverse culture, religions

 

Geographical substantive concept

Comparing and Contrasting The Americas

The National Curriculum requires that children learn about a region of the Americas. Building upon the knowledge of longitude and latitude that they gained in Year 3, children in Year 4 develop this to include an understanding of the tropics of Cancer and Capricorn.

 

Year 4 begin by exploring the two continents that comprise the Americas. Building upon their prior knowledge in Year 3 about longitude and latitude, they compare the many varied climate zones of the twin continents.

The differences between human and physical geography are once again explored. The children use an exploration of Natural features that have been used to form human boundaries such as Niagra Falls to contrast the difference between human and physical and how this information is displayed on maps showing the relief of the land and a political map.

Brazil

Studying Brazil, gives children an opportunity to learn about a country with different human and physical features compared to their previous learning of the UK and Europe. In particular, children consider the existence of favelas and touch upon the push and pull factors that lead to urbanisation and internal migration. They can link this to the competing priorities of rainforest stakeholders from the previous topics.

 

Children are encouraged to question their preconceptions regarding the wealth of countries and their citizens and to use data to support their understanding.

Biomes – Rainforest

Ending the year with a topic on Rainforests, children will learn of the global significance of the Amazonian region and the importance of rainforest regions across the globe. Children understand the competing priorities of different stakeholders in the Amazonian region. For example, the competing demands of indigenous hunter gatherer societies, the logging industry, the mining industry, tourists and other local both rural and urban. They will consider and debate the merits of ‘development’ and ‘conservation’.

 

As with volcanoes, they are able to use diagrams to explain the structure of the layers of a tropical rainforest and maps to identify regions with rainforests. They will use globes to explore the link between latitude, climate and the location of rainforests.

Geographical Concepts

icon geography climate

Climate

The weather conditions found in a certain place over a long time.

icon geography settlement-01

Settlement

A location where people choose to live and, often, work. It can include homes, schools, and shops.

icon geography sustainability

Sustainability

Taking care of the Earth by making good choices so it stays healthy. We can do this by using things like paper and water wisely and not hurting the environment.

icon geography location

Location

The position of a place on the Earth’s surface.

icon geography landscape

Landscape

A part of Earth’s surface that can be viewed at one time from one place.

icon geography trade

Trade

The buying and selling of goods and services between countries.

Textbooks

Comparing and Contrasting the Americas

Brazil book cover

Brazil

Biomes — Rainforest

Year 5

Week 1

Outcome

  • To know the water cycle and its features

 

Vocabulary

  • evaporation, condensation, precipitation, accumulation

 

Revision

  • To name regions of the Americas and locate the countries of North and South America

 

Geographical substantive concept

 

Week 2

Outcome

  • To understand the process of evaporation and transpiration

 

Vocabulary

  • vapour, molecules, humidity, hygrometer

 

Revision

  • To recognise key characteristics of the biomes of the Americas

 

Geographical substantive concept

Week 3

Outcome

  • To understand the process of condensation and precipitation

 

Vocabulary

  • atmosphere, cloud nuclei, contrails, hail, snow, uneven rainfall

 

Revision

  • To relate latitude as a key factor affecting climate and biomes

 

Geographical substantive concept

Week 4

France residential and Harvest Festival rehearsal

Week 5

Outcome

  • To understand the process of accumulation and river basin

 

Vocabulary

  • infiltration, interception, run-off, water stores, watershed, gravity

 

Revision

  • To compare coasts of UK and the Americas

 

Geographical substantive concept

Week 6

Outcome

  • To examine where water is stored and what it is used for

 

Vocabulary

  • surface water, ice caps, glaciers, glaciers, consumption, desalination

 

Revision

  • To examine where water is stored and how humans are influenced by the water cycle

 

Geographical substantive concept

Week 7

Outcome

  • To assess knowledge and understanding of the water cycle

 

Vocabulary

  • source, upper course, river basin, mouth

 

Revision

  • To recognise some of the natural landmarks and landscapes of Central America

 

Geographical substantive concept

Week 1

Outcome

  • To describe the structure of a river

 

Vocabulary

  • source, width, structure, location, landform

 

Revision

  • To recognise some of the natural landmarks and landscapes of South America

 

Geographical substantive concept

Week 2

Outcome

  • To interpret and locate the River Roding and its environment
  • Epping Forest fieldwork

 

Geographical skills

  • Using OS maps and recognising places on maps at different scales

 

Vocabulary

  • abrasion, hydraulic action, attrition

 

Geographical substantive concept

Week 3

Outcome

  • To identify different forms of river erosion

 

Vocabulary

  • oxbow lakes, waterfalls, gorges, estuaries, deltas

 

Revision

  • To examine types of settlements in the Americas

 

Geographical substantive concept

Week 4

Outcome

  • To describe a range of river formations

 

Vocabulary

  • tides, salt marsh, dunes, cliffs

 

Revision

  • To recognise man made landmarks of North America

 

Geographical substantive concept

Week 5

Outcome

  • To identify and examine the different features of coast

 

Geographical Skills

  • Analyse evidence and draw conclusions using photos and maps

 

Vocabulary

  • coastal erosion, longshore drift, protection

 

Revision

  • To recognise man made landmarks of South America

 

Geographical substantive concept

Week 6

Outcome

  • To understand how coasts are changed through coastal erosion

 

Vocabulary

  • erosion, bays, headlands, longshore drift, boulder clay

 

Revision

  • To discuss economic activity in North America

 

Geographical substantive concept

Week 7

Outcome

  • To examine how flooding affects humans and the environment

 

Vocabulary

  • flash floods, upstream, barriers, sediment

 

Revision

  • To assess knowledge and understanding of rivers and coasts

 

Geographical substantive concept

Week 1

Outcome

  • To compare and contrast a range of river flood defences

 

Vocabulary

  • formation, inlet, bay, cliffs, sediment

 

Revision

  • To discuss misconceptions in rivers and coasts assessment

 

Geographical substantive concept

Week 2

Outcome

  • To understand the concept of population and settlement

 

Vocabulary

  • continent, density, rural, urban, distribution

 

Revision

  • To discuss economic activity in South America

 

Geographical substantive concept

Week 3

Outcome

  • To define the term population and explain how it changes

 

Vocabulary

  • expectancy, births, deaths, population

 

Revision

  • To compare and contrast sport, culture, food and drink of North America and South America

 

Geographical substantive concept

Week 4

Outcome

  • To analyse population structure using population pyramids

 

Geographical Skills

  • Record evidence unaided. Analyse evidence and draw conclusions.

 

Vocabulary

  • middle-age, balance, birth rate, millions

 

Revision

  • To identify the main physical features of Brazil and three major cities

 

Geographical substantive concept

Week 5

Outcome

  • To compare the demographics of different countries

 

Geographical skills

  • Record evidence unaided. Analyse evidence and draw conclusions

 

Vocabulary

  • lifestyle, comparison, wealth, population

 

Revision

  • To identify the main physical features of Brazil and three major cities

 

Geographical substantive concept

Week 6

Outcome

  • To know the term migration and explain reasons for migration to the UK (London)

 

Vocabulary

  • migration, lifestyle, demographic, urban opportunities

 

Revision

  • To know the geographical regions of Brazil and six major ecosystems in Brazil

 

Geographical substantive concept

Week 1

Outcome

  • To identify the distribution of resources across the world

 

Geographical skills

  • To select a map for a specific purpose (Atlas for resources)

 

Vocabulary

  • imports, exports, resources, distribution, trade

 

Revision

  • To identify the natural landmarks of Brazil

 

Geographical substantive concept

Week 2

Outcome

  • To identify a range of settlements

 

Vocabulary

  • resources, distribution, farming, supply, demand

 

Revision

  • To describe the main push/pull factors in land use in Brazil

 

Geographical substantive concept

Week 3

Outcome

  • To compare and contrast a range of settlement layouts

 

Geographical skills

  • To analyse evidence and draw comparisons (photos and map work)

 

Vocabulary

  • early settlements, safety, defence, transport, resources, centre, density, limits, efficient, linear

 

Revision

  • To compare the lives of different people in different areas of Rio De Janeiro

 

Geographical substantive concept

Week 4

Outcome

  • To analyse how settlements change over time

 

Vocabulary

  • rural, gentrification, regeneration, urban, inhabitants

 

Revision

  • To compare the similarities and differences between the lives of the indigenous people and other people living in Brazil

 

Geographical substantive concept

Week 5

Outcome

  • Case study: To discuss the settlement of London as the capital city of England

 

Vocabulary

  • To describe the threats facing the indigenous people of Brazil

 

Revision

  • To describe the threats facing the indigenous people of Brazil

 

Geographical substantive concept

Week 6

Outcome

  • To assess knowledge and understanding of population and settlement

 

Revision

  • To examine and evaluate Brazilian climate data

 

Geographical substantive concept

Week 1

Outcome

  • To describe the three main climates of Europe

 

Vocabulary

  • Europe, landscape, Mediterranean, polar, temperate

 

Revision

  • To define the term biome

 

Geographical substantive concept

Week 2

Outcome

  • To identify the countries of Western Europe

 

Geographical skills

  • To use the 8 compass points to locate

 

Vocabulary

  • Europe, Western, ocean, peninsula

 

Revision

  • To know that there are different types of forest (boreal/taiga, deciduous, temperate rainforest and tropical rainforest)

 

Geographical substantive concept

Week 3

Outcome

  • To identify the countries of Northern Europe

 

Geographical skills

  • To use the 8 compass points to locate. Map work – identifying significant places

 

Vocabulary

  • Europe, Northern, Baltic, Scandinavia, Nordic

 

Revision

  • To describe the location of the three largest rainforests in the world

 

Geographical substantive concept

Week 4

Outcome

  • To identify the countries of Eastern Europe

 

Geographical skills

  • To use the 8 compass points to locate. Map work – identifying significant places

 

Vocabulary

  • Europe, Eastern, nuclear power, transcontinental, country

 

Revision

  • To compare the climate and rainfall of temperate and tropical rainforests

 

Geographical substantive concept

Week 5

Outcome

  • To identify the countries of Central Europe

 

Geographical skills

  • To use the 8 compass points to locate. Map work – identifying significant places

 

Vocabulary

  • Europe, central, Alps, delta, coastline

 

Revision

  • To compare the climate and rainfall of temperate and tropical rainforests

 

Geographical substantive concept

Week 6

Outcome

  • To identify the countries of Southern Europe

 

Geographical skills

  • To use the 8 compass points to locate. Map work – identifying significant places

 

Vocabulary

  • Roman Empire, coastline, mountainous, Balkan Peninsula, hydroelectric

 

Geographical substantive concept

Week 1

Outcome

  • To describe the physical characteristics found in Europe
  • To assess knowledge and understanding of Europe

 

Vocabulary

  • mountainous, landforms, natural vegetation

 

Revision

  • To compare grasslands and savannahs of the Serengeti

 

Geographical substantive concept

Week 2

Outcome

  • To describe the human characteristics found in Europe

 

Vocabulary

  • cities, communication, population, economy, trade

 

Revision

  • To describe the climate and landscape of deserts, tundra and ice biomes

 

Geographical substantive concept

Week 3

Outcome

  • Essay: What features of Europe attract tourists to visit?

 

Vocabulary

  • human, physical, tourism, landmarks, population, continent, comparison, features

 

Revision

  • To compare and contrast The Sahara Desert and Antarctica

 

Geographical substantive concept

Week 4

Outcome

  • Essay: What features of Europe attract tourists to visit?

 

Vocabulary

  • human, physical, tourism, landmarks, population, continent, comparison, features

 

Revision

  • To be able to identify polar, temperate and tropical oceans

 

Geographical substantive concept

Week 5

Outcome

  • Essay: What physical features of Europe attract tourists to visit

 

Vocabulary

  • human, physical, tourism, landmarks, population, continent, comparison, features

 

Revision

  • To examine the natural resources and threats to the Great Barrier Reef

 

Geographical substantive concept

Week 6

Outcome

  • To recall key knowledge about Europe and compare it to another continent

 

Vocabulary

  • Ordinance survey, key, symbols, navigate

 

Revision

  • To compare Brazil to a country in Europe

 

Geographical substantive concept

Week 7

Outcome

  • To create and use a map to navigate around a place in Europe

 

Geographical skills

  • To draw a sketch map using symbols and a key

 

Vocabulary

  • Ordinance survey, key, symbols, navigate

 

Revision

  • To define urbanisation

 

Geographical substantive concept

Rivers and the Water Cycle

Year 5 start with the topic of rivers which builds upon children’s prior knowledge of physical features. Children will be able to draw upon their knowledge of the Amazon from Year 4. In keeping with their previous focus in Year 4 on the Americas, children undertake a case study of the Mississippi river which enables them to analytically write at length.

 

Children build upon their ability to present information in the most appropriate way using maps and diagrams as appropriate through mapping the location of key rivers in the UK but also describing the process at work in a river from the three courses to, erosion and waterfalls, to the formation of ox-bow lakes.

 

The river topic also gives children the ability to consolidate their understanding of key geographical vocabulary from Key Stage 1 in addition to Lower Key Stage 2 such as: longitude, latitude, equator, climate and the Tropics of Cancer and Capricorn. During this topic children learn the names of key UK rivers.

Population and Settlement

The topic of population and settlement with a case study of London also includes the River Thames as an important artery in our nation’s capital.

 

Children progress from presenting geographical information using maps and diagrams to presenting data, specifically data relating to air pollution. Children build upon their prior learning of the push and pull factors which influence migration. They expand their knowledge of the human geographical characteristics of an area to encompass economic and social factors.

Europe

Building on their Year 3 learning about the UK, children will learn more about the continent to which the UK belongs. They will appreciate the difference between the meaning of ‘Europe’ when used to refer to a continent through the lens of physical geography and the human, political concept of Europe and the EU.

 

The children will explore the different climate regions – building upon their work on latitude from Year 4.

 

They will explore the uncertainty over Europe’s eastern border by looking at countries which straddle continents: Turkey and Russia. They will encounter new terminology such as exclave, enclave and colony to explore such regions as Gibraltar, Kaliningrad, the Vatican City, the Canary Islands and Reunion. Appreciating the relationship that Europe has with its mediterranean neighbours in North Africa and the Middle East, they will explore how waterways are so often the key to trade.

 

Building upon the work they have done with Equaliteach, they will look at how conflict, and economic and environmental disparities between Europe and its neighbours drives often treacherous immigration to Europe.

Geographical Concepts

icon geography climate

Climate

The average weather pattern of a specific location over many years. This includes the temperature, humidity, wind and precipitation.

icon geography settlement-01

Settlement

A location where people choose to live and, often, work. It can include homes, schools, shops, offices, farming the land and running businesses.

icon geography sustainability

Sustainability

Making informed choices to keep the Earth healthy for a long time by using resources efficiently, reducing waste and not harming the environment.

icon geography location

Location

Where a place is situated on the Earth’s surface. It involves understanding directions and using maps to pinpoint where places are in relation to each other.

icon geography landscape

Landscape

The visible features of an area of land, containing both natural and man-made features.

icon geography trade

Trade

Exchanging goods and services internationally, where countries engage in buying and selling to meet their needs.

Textbooks

Rivers and the Water Cycle

Population Settlement book cover

Population and Settlement with a London Case Study 

Europe - The Study Book

Europe

Year 6

Week 1

Outcome

  • To explain what is meant by the term trade

 

Vocabulary

  • import, export, commodity, local, national

 

Revision

  • To label the water cycle and its features

Week 2

Outcome

  • To recall the UK’s top exports

 

Vocabulary

  • export, materials, surplus, sectors

 

Revision

  • To understand the process of condensation and precipitation

Week 3

Outcome

  • To recall the UK’s top imports

 

Vocabulary

  • grown, manufacture, overseas, materials

 

Revision

  • To understand the process of condensation and precipitation

Week 4

Outcome

  • To compare the imports and exports in the UK

 

Vocabulary

  • plotting, value, trade, deficit

 

Revision

  • To understand the process of accumulation and river basin

Week 5

Outcome

  • To identify the UK’s top trading partners

 

Working geographically

  • To use map work to identify countries and trade routes

 

Vocabulary

  • trade route, location, products, exchange

 

Revision

  • To examine where water is stored and what it is used for

Week 6

Outcome

  • To evaluate the benefits of the global food trade

 

Vocabulary

  • atlas, export, variety, choice, economy

 

Revision

  • To explain how humans influence and are influenced by the water cycle

Week 7

Outcome

  • To assess my knowledge and understanding of trade

 

Vocabulary

  • trade, economy, trade links, import, export

 

Revision

  • To describe the structure of a river

Outcome

  • Holiday destinations (2)
  • Consolidate simple opinions and how to give reasons

Week 1

Outcome

  • To analyse the stages of the Global Supply Chain

 

Vocabulary

  • competitive, profit, environmental, agriculture

 

Revision

  • To identify different forms of river erosion

 

Geographical substantive concept

Week 2

Outcome

  • To define ‘Fair Trade’ and explain why it is a necessity

 

Vocabulary

  • equality, sustainable, LEDC’s, farmers

 

Revision

  • To describe a range of river formations

 

Geographical substantive concept

Week 3

Outcome

  • Case study: To explain how trade has changed throughout history

 

Vocabulary

  • communities, Palaeolithic, nomadic, merchant, Mesolithic, Neolithic

 

Revision

  • To identify and examine the different types of coast

 

Geographical substantive concept

Week 4

Outcome

  • Case study: To explain how trade has changed throughout history
  • To assess my knowledge and understanding of trade

 

Vocabulary

  • technology, communication, transport, buyers, sellers

 

Revision

  • To understand how coasts are changed by coastal erosion

 

Geographical substantive concept

Week 5

Outcome

  • Essay: Is trade simply the exchange of items?

 

Vocabulary

  • global supply, Fair Trade, merchants, technology, trade links, internet, global, economy, history, surplus, exchange, agreement

 

Revision

  • To examine how flooding affects humans and the environment

 

Geographical substantive concept

Week 6

Outcome

  • Essay: Is trade simply the exchange of items?

 

Vocabulary

  • global supply, Fair Trade, merchants, technology, trade links, internet, global, economy, history, surplus, exchange, agreement

 

Revision

  • To compare and contrast a range of flood defences for rivers

 

Geographical substantive concept

Week 7

Outcome

  • Essay: Is trade simply the exchange of items?

 

Vocabulary

  • global supply, Fair Trade, merchants, technology, trade links, internet, global, economy, history, surplus, exchange, agreement

 

Revision

  • To identify how humans use the resources of rivers and coasts

 

Geographical substantive concept

Week 1

Outcome

  • To identify the major mountain ranges on earth

 

Vocabulary

  • summit, peak, base, sea level

 

Revision

  • To understand the concept of population and settlement

 

Geographical substantive concept

Week 2

Outcome

  • To compare the location of mountains across the world

 

Vocabulary

  • Everest, Mont Blanc, plates, boundary

 

Revision

  • To define the term population and explain how it changes

 

Geographical substantive concept

Week 3

Outcome

  • To explain the formation of mountains

 

Vocabulary

  • plates, crust, convection currents, movement

 

Revision

  • To analyse population structure using population pyramids

 

Geographical substantive concept

Week 4

Outcome

  • To recall the features of mountains

 

Vocabulary

  • volcanic, hotspots, plates, extinct, collision, Altiplano, basins

 

Revision

  • To consider the different ways of living between countries

 

Geographical substantive concept

Week 5

Outcome

  • To analyse how mountains change over time

 

Vocabulary

  • water, erosion, temperature, glaciers, landslides, caves

 

Revision

  • To know the term migration and explain reasons for migration to the UK (London)

 

Geographical substantive concept

Week 6

Outcome

  • To identify and compare mountains in Europe

 

Vocabulary

  • Europe, Mont Blanc, Matterhorn, Ben Nevis

 

Revision

  • To identify the distribution of resources across the world

 

Geographical substantive concept

Week 1

Outcome

  • To compare the climates of mountains

 

Vocabulary

  • peaks, shadows, seasons, oxygen, survival

 

Revision

  • To identify a range of settlements

 

Geographical substantive concept

Week 2

Outcome

  • To compare the Biomes of mountains

 

Vocabulary

  • biome height, tundra, taiga, temperate, grassland, conditions, adaptions

 

Revision

  • To compare and contrast a range of settlement layouts

 

Geographical substantive concept

Week 3

Outcome

  • To explain what life is like for those living in a mountain

 

Vocabulary

  • conditions, altitude, activities, exploration, threats

 

Revision

  • To analyse how settlements change over time

 

Geographical substantive concept

Week 4

Outcome

  • To identify resources produced from mountainous areas

 

Vocabulary

  • construction, marble, granite, mining, unstable, economy

 

Revision

  • To describe the three main climates of Europe

 

Geographical substantive concept

Week 5

Outcome

  • Essay: What is it like to live on a mountain?

 

Vocabulary

  • formation, location, climate, biome

 

Revision

  • To identify the countries of Western Europe

 

Geographical substantive concept

Week 6

Outcome

  • Essay: What is it like to live on a mountain?

 

Vocabulary

  • resources, altitude, benefits, drawbacks

 

Revision

  • To identify the countries of Northern Europe

 

Geographical substantive concept

Week 1

Outcome

  • To recognise there a different types of natural resources and how they are processed

 

Vocabulary

  • income, extracted, processing, export

 

Revision

  • To identify the countries of Eastern Europe

 

Geographical substantive concept

Week 2

Outcome

  • To explain the purpose of mining

 

Vocabulary

  • construction, surface mining, underground, processing, environment

 

Revision

  • To identify the countries of Central Europe

 

Geographical substantive concept

Week 3

Outcome

  • To understand ways that wood and trees are used as a natural resource

 

Vocabulary

  • processing, deforestation, replanting, biodiversity, carbon dioxide

 

Revision

  • To identify the countries of Southern Europe

 

Geographical substantive concept

Week 4

SATs week

Week 5

Outcome

  • To recognise water as a natural resource

 

Vocabulary

  • household, agriculture, income, drought, reduction, access

 

Revision

  • To describe the physical characteristics found in Europe

 

Geographical substantive concept

Week 6

Outcome

  • To understand how food is used as a natural resource

 

Vocabulary

  • hunter-gatherers, livestock, grains, import, export, quality sharing

 

Revision

  • To describe the human characteristics found in Europe

 

Geographical substantive concept

Week 1

Outcome

  • To understand issues around fishing

 

Vocabulary

  • species, overfishing, population, consequences, solutions

 

Revision

  • To identify European landmarks that encourage tourists

 

Geographical substantive concept

Week 2

Outcome

  • To describe the purpose and extraction of fossil fuels

 

Vocabulary

 

Revision

  • To compare South America with Europe

 

Geographical substantive concept

Week 3

Rhos y Gwaliau

Week 4

Outcome

  • To state the benefits of renewable energy sources

 

Vocabulary

  • sunlight, biomass, geothermal energy, habitats

 

Revision

  • To describe the difference in climate in the Northern and Southern Hemispheres

 

Geographical substantive concept

Week 5

Outcome

  • To analyse and explain the importance of waste management

 

Vocabulary

  • landfill, biodegradable, recycling, nuclear, greenhouse gases

 

Revision

  • To locate places on a map using a key and symbols

 

Geographical substantive concept

Week 6

Outcome

  • To describe how places can become more environmentally friendly

 

Vocabulary

  • environmental, energy, transport, density

 

Revision

  • To locate and name the world’s continents and capital cities

 

Geographical substantive concept

Week 7

Outcome

  • To assess my knowledge and understanding around the Earth’s resources and how they are utilised

 

Vocabulary

  • natural resources, environment, recycling, extraction consequences

 

Revision

  • To define the term economy

 

Geographical substantive concept

Trade and Supply

Year 6 start with an exploration of trade and economics. Consolidating and expanding upon their understanding of the relationship between longitude and climate, children consider the stages of the Global Supply Chain and why certain products are imported and exported based.

 

They explore which certain regions are better suited to producing certain crops. They also consider the damage that the desire to use cash crops to boost the economy can have on a region’s ecology and human geography. Children understand the competing priorities of different stakeholders and the reasons for Fair Trade.

 

Building upon their statistics work in Mathematics from Year 5, they appreciate how data can be represented differently and that data published by different organisations can vary because of divergences in their methodology.

 

Children build upon their ability to present information in the most appropriate way using diagrams to describe trade.

Mountains

Diagrams are also key to the representation of the processes at work in mountains.

 

Children will build upon their prior knowledge (learnt in Year 3) of volcanoes, and the processes which form continents to understand where mountains are located.

 

They will build upon their work in Year 5, looking at rivers to appreciate how mountains can be carved into gorges over thousands of years.

 

They will consider the importance of glaciers.

Earth’s Resources

Having already looked at how Earth’s resources are traded, the children discover where these traded resources are located.

Geographical Concepts

icon geography climate

Climate

The average weather pattern in a particular region over a period of time. It involves studying the patterns of temperature, humidity, wind, and precipitation.

icon geography settlement-01

Settlement

A location where people reside and engage in various activities. These activities can include working in offices, farming the land, or running businesses.

icon geography sustainability

Sustainability

Making informed decisions to preserve the health of the Earth for the long term. This involves using resources efficiently, reducing waste and being mindful of the impact our choices have on the environment.

icon geography location

Location

Where a place is situated on the Earth’s surface, often described using coordinates like latitude and longitude. It involves using tools, like maps, to determine where one place is situated in relation to others.

icon geography landscape

Landscape

The visible features of an area of land, containing both natural and man-made features.

icon geography trade

Trade

Exchanging goods and services internationally, where countries engage in buying and selling to meet their needs, fostering a global economic network.

Textbooks

Trade and Economy

Mountains book cover

Mountains

Earth's Resources book cover

Earth’s Resources