Geography
Curriculum Intent
At Chyngton we teach geography so that our children develop a sense of their place in relation to other people and places in the world. We want them to be able to explain how the environment that they live in compares and contrasts to others and what this means for their lives.
This involves:
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Naming and locating countries, cities and physical features
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Developing fieldwork skills (‘doing’ geography in the locality)
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Understanding different climate zones and weather patterns
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Learning and using accurate geographical terminology
EYFS Aims:
Geography in the EYFS is explored through the learning area of Understanding the World and involves guiding children to make sense of the physical world around them and their community.
This involves children being able to:-
Describe their immediate environment and local community
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Explain some differences and similarities between life in this country and life in other countries
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Understand some important processes and changes in the natural world around them including the seasons
Progression Map
EYFS
| Location and place knowledge | Human and physical knowledge | Human and physical knowledge (vocab) | Geographical Skills | Map work | Field work |
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Draw attention to children’s immediate environment and look at aerial views of school setting and familiarise children with where school is located in Seaford.
Talk about the different people within the school and their roles. Talk about local community and the people children may have come across such as police, the fire service and doctors. |
Identify seasons and draw attention to the weather and seasonal features.
Explore how we care for the natural world around us.
Observe and interact with natural process such as ice melting or objects casting shadows. |
Model vocabulary needed to name specific features of the natural world, both natural and man made.
Use relevant vocabulary to describe contrasting locations. |
Draw information from a simple map. Devise their own simple maps of own environment or maps from imaginary story settings. |
Draw information from a simple map. Use maps, globes, atlases to identify different countries and places |
Describe what they can see, hear and feel outside.
Explore natural world around them.
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Year 1
| Location and place knowledge | Human and physical knowledge | Human and physical knowledge (vocab) | Geographical Skills | Map work | Field work |
| Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas |
Identify seasonal and daily weather patterns in the United Kingdom.
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Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. |
Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.
Devise a simple map |
Use world maps, atlases and globes to identify the United Kingdom and its countries. | Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. |
Year 2
| Location and place knowledge | Human and physical knowledge | Human and physical knowledge (vocab) | Geographical Skills | Map work | Field work |
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Name and locate the world’s seven continents and five oceans.
Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European 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. |
Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop. |
Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.
Devise a simple map.
Use and construct basic symbols in a key. |
Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage. | Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map. |
Year 3
| Location and place knowledge | Human and physical knowledge | Human and physical knowledge (vocab) | Geographical Skills | Map work | Field work |
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Understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom and a region within North or South America.
Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time. |
Physical geography, including: climate zones, biomes and vegetation belts, rivers, (NB: A biome is a large region of Earth that has a certain climate and certain types of living things. e.g. a desert or a rainforest).
Human geography, including: economic activity including trade links.
Physical geography, including: climate zones, rivers, mountains. |
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. | Use atlases, globes mapping to locate countries and describe features studied. |
Year 4
| Location and place knowledge | Human and physical knowledge | Human and physical knowledge (vocab) | Geographical Skills | Map work | Field work |
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Locate the world’s countries, using maps to focus on Europe, countries, and major cities (a region in a European country).
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 e.g. music from a region of UK contrasted to music from a region of Europe and a region of America
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
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Physical geography, including: climate zones, rivers, mountains, the water cycle, volcanoes and earthquakes.
Human geography, including: types of settlement and land use and the distribution of natural resources including energy, food, minerals and water. |
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. |
Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied. | Use the eight points of a compass, four figure grid references, symbols and key to build their knowledge of the United Kingdom and the wider world. |
Year 5
| Location and place knowledge | Human and physical knowledge | Human and physical knowledge (vocab) | Geographical Skills | Map work | Field work |
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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) *Identify North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. |
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.
Physical geography including earthquakes. |
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. | 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 |
Year 6
| Location and place knowledge | Human and physical knowledge | Human and physical knowledge (vocab) | Geographical Skills | Map work | Field work |
| Locate the world’s countries, using maps to focus on Europe (including the location of Russia) |
Physical geography, including: climate zones, biomes and vegetation belts
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 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. |
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. |
