CARRFIELD CURRICULUM

KNOWLEDGE & SKILLS OUTCOMES IN

GEOGRAPHY

GEOGRAPHY NATIONAL CURRICULUM

AIMS

The National Curriculum ensures that all children:

develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time

are competent in the geographical skills needed to:

collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

KEY STAGE 1

Children should be taught about:

Locational Knowledge

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

Place Knowledge

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

Human & Physical Geography

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

key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical Skills & Fieldwork

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

use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

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.

KEY STAGE 2

Children should be taught about:

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

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

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)

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

Human & 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 & 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.

LONG TERM OVERVIEW: GEOGRAPHY

Cycle Autumn Spring Summer

HT1: Explore HT2: Discover HT1: Create HT2: Explore HT1: Discover HT2: Create

Y1/Y2 Cycle A

Modern-day geography of

London

Frozen (Polar Regions) Flags of the World

Planning routes between places in

the UK Dearne Valley

Map Skills & Symbols

Y1/Y2 Cycle B

What was the Dearne Valley like

in the 1960s? Africa Seasonal Changes &

Weather

Main cities in the UK – locate other coal mining areas

Seasides & Oceans Map Skills & Symbols

Y3/Y4 Cycle A

Location of countries, counties, cities and landmarks in UK

Volcanoes & Earthquakes Spain Countries and cities

located near Mexico Rivers & Mountains Netherlands

Y3/Y4 Cycle B

How did the Ancient Egyptians

trade?

Where Land Meets Sea (Coasts)

Animals in different parts of the world

How does tourism impact on modern-

day Greece? Europe U.S.A.

Y5/Y6 Cycle A

British Empire, Commonwealth

countries and flags Yorkshire France

Seas surrounding the UK, travel across them

Amazon Rainforest Italy

Y5/Y6 Cycle B

Influence of Romans on UK cities,

location of these

Explore the Wild (Canada)

Rivers of the World European

Geography, particularly Russia

Natural Disasters City of London

CURRICULUM PILLARS: GEOGRAPHY

End of … Geographical Vocabulary Analysing Features Geographical Knowledge Fieldwork & Map Skills

KS2

Children are able to use geographical vocabulary to describe, compare and explain the impact of human and physical geographical processes.

Children are able to analyse evidence and draw conclusions by identifying patterns. They can use these to explain geographical features and processes.

Children are able to locate major countries and cities and identify the flags that represent them from around the world, including the areas being studied.

Children are able to use 6 figure grid references to locate countries and places on a map. They use fieldwork to observe, measure, record and present about places and features.

Y4

Children are able to use a wider range of geographical vocabulary to describe, compare and explain human and geographical processes.

Children are able to compare and explain ideas about places, geographical features and processes and begin to use evidence to support their findings.

Children are able to locate countries and cities studied and identify the flags that represent them as well as other countries in Europe, including Russia.

Children are able to use 4-figure grid references and use the 8 points of a compass to explore maps. They also use fieldwork to observe, measure and record their findings in different ways such as sketch maps and graphs.

KS1

Children are able to understand basic geographical vocabulary and use these to describe some human and physical geographical processes.

Children are able to identify, outline and begin to describe key geographical features of a place or process.

Children are able to identify the 5 continents and 7 oceans. They can locate the countries studied including the UK on a map, recognise their flags and know what countries it is made up of.

Children are able to describe location using simple directional knowledge, including the four compass directions, and map symbols and keys. They can make observations about school and the surrounding area.

GEOGRAPHY: KEY STAGE 1

KEY SKILLS

What skills should the children be able to do by the end of Key Stage 1?

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

use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

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.

FROZEN

What knowledge will children be taught during this unit?

What are the polar regions of the world called? Where can they be found? What are the similarities between the two regions? How are the two regions different? How big are the two regions? What is the climate like in the polar regions? How does the climate affect the physical geography of the poles? What are the physical features of the polar regions? How are they the same/different to the landscape of the UK?

What are the five oceans of the world? Where are they? How big are the five oceans? Which is the biggest? How are the five oceans different from each other? How are the seas and oceans used by humans? What are the physical features of seas and oceans?

What are the seven continents of the world? Antarctica is a continent.

Key Vocabulary

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DEARNE VALLEY

What knowledge will children be taught during this unit?

How have the school grounds been impacted by humans? Why? What would the school grounds look like if the school was not here? What does a map/aerial photograph of school look like? How does our school compare to other schools nearby or in different

places of the UK/the world?

Where in the UK is the Dearne Valley located? What would a map/aerial photograph of the Dearne Valley show us? What are the human features of the community around us? e.g. the

Dearne Valley What are the physical features of the land around us? e.g. the Dearne

Valley How have humans impacted on the local area? positive and negative What are the four countries that make up the UK called? What are their

capital cities? Where is London located in the UK? How far is it from our school? What are the human and physical features of London? How does the Dearne Valley compare to London? What is the weather like in the UK? How is this different to other parts

of the world?

What are the seven continents of the world? Where are they? What are the major countries in each continent? How big are the seven continents? Which is biggest/smallest? How do the continents differ physically? e.g. weather, wildlife, physical

features and landscape How do the human features of the seven continents differ? e.g. cities,

wealth, houses/buildings, adaptation to the physical features.

Key Vocabulary

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AFRICA

What knowledge will children be taught during this unit?

What is the climate like in Africa? How does the climate affect the physical geography of Africa? How does the landscape change in different parts of Africa? How do the physical features of Africa compare to the UK?

What are the human and physical features of Kenya? How does Kenya compare to the UK and the Dearne Valley?

What are the seven continents of the world? Where are they? What are the major countries in each continent? How big are the seven continents? Which is biggest/smallest? How do the continents differ physically? e.g. weather, wildlife, physical

features and landscape How do the human features of the seven continents differ? e.g. cities,

wealth, houses/buildings, adaptation to the physical features.

Key Vocabulary

X

SEASIDES & OCEANS

What knowledge will children be taught during this unit?

What are the physical features of the coast/seaside? What human features do you often find at the seaside? How is the seaside similar to the Dearne Valley? How are the Dearne Valley and the seaside different? What are the four countries that make up the UK called? What are their

capital cities? What are the seas around the UK called?

What are the five oceans of the world? Where are they? How big are the five oceans? Which is the biggest? How are the five oceans different from each other? How are the seas and oceans used by humans? What are the physical features of seas and oceans?

Key Vocabulary

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OTHER KNOWLEDGE

What other knowledge will children be taught during other units/subjects?

Seasonal Change & Weather (ongoing, particular link to Science units)

What are the four seasons? How are the four seasons different from each other? What is the weather like in the four seasons?

Fire! (History-based unit)

What are human and physical features of modern-day London?

Transport & Technology (History-based unit)

Which modes of transport could you use to travel around the UK? How would you plan a route for a UK trip?

Flags (link to Art-based work on Mondrian)

What is the Union Jack? What do the flags of the four UK countries look like? What do the flags of some of the main countries of the world look like?

1960s (History-based unit)

How was the Dearne Valley different in the 1960s?

Coal Mining in the Dearne Valley (History-based unit)

What are the main cities of the UK? Where are they located? Which other areas of the UK were coal mines located?

Map Skills & Symbols

Why are symbols used on maps? What are some of the common symbols used and what do they represent?

How are basic human features shown on a map? How are basic physical features shown on a map? Can you draw a simple map using some symbols? What is a key? How does it help to read/compose a map?

Key Vocabulary

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GEOGRAPHY: LOWER KEY STAGE 2

KEY SKILLS

What skills should the children be able to do by the end of Key Stage 2?

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.

VOLCANOES & EARTHQUAKES

What knowledge will children be taught during this unit?

What is each layer of the Earth made of and what is its purpose? What are tectonic plates? Review Key Stage 1 learning about continents and seas/oceans

How do volcanoes form? How do volcanoes impact on the physical geography of a place? e.g. the

landscape of the surrounding area, the wildlife How do volcanoes impact on the human geography of a place? e.g.

towns and cities, impact on people Case study of a particular volcano: What impact did the chosen

volcano have on the landscape and the people living nearby? How did the area recover? How has it impacted on future rebuilding?

What causes an earthquake to occur? How do earthquakes impact on people and places? Case study of a particular earthquake: What impact did the chosen

earthquake have on the landscape and the people living nearby? How did the area recover? How has it impacted on future rebuilding?

Key Vocabulary

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RIVERS & MOUNTAINS

What knowledge will children be taught during this unit?

Where are the main rivers of the world located? How are these rivers similar and different to each other?

Review Key Stage 1 learning about continents and seas/oceans What are the features of a river? e.g. source, mouth, delta, river bank,

meanders, tributaries, confluence How does a river change over its journey from source to the sea? e.g.

speed, depth, steepness of banks, meanders, pollution effects How have humans impacted on rivers? What do humans use rivers for

to help their everyday life? How has this changed over the years? Case study of a particular non-UK river: What is the location of the

chosen river and its features? How does the river change from source to mouth? How is the river used by humans? How does this improve the lives of the humans? What impact does this have on the river? NOTE: Do not use the River Amazon for this case-study as it is studied in Year 5/6 – suggestions include Ganges, Nile, Mississippi.

Why does it rain? Where does the rain come from? Where does the rain go when it has fallen? What are the features of the water cycle? Why is it important to conserve water? How can we do this? How can we protect rivers from pollution?

Where are the main mountain ranges of the world on a map? How are

these ranges similar and different? Review Key Stage 1 learning about continents and seas/oceans How is higher ground shown on a map? What are the features of a mountain? e.g. summit, foot, ridge, tree line,

climatic snow line, outcrop, slope How are mountain ranges formed? What is the climate like at different points on a mountain? How does it

change as you ascend further up the mountain? How have humans impacted on mountain areas?

Key Vocabulary

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WHERE LAND MEETS SEA

What knowledge will children be taught during this unit?

What are the human and physical features of coastal towns in the UK? What are the major countries and capital cities of Europe? Where are the most popular coastal holiday areas in Europe located?

e.g. Costa Del Sol, Brava, Greek islands, Cyprus, Mediterranean, Balearic Islands, South of France etc …

Case study of a UK-based and a non-UK coastal resort (Whitby, Costa Del Sol): What are the human and physical features of the Costa Del Sol? How is it different to a UK coastal resort, e.g. Whitby? Compare population, size, location, climate.

Why are Whitby and the Costa Del Sol popular with holidaymakers? How is the land used in the two coastal resorts? What types of

transport are used? What are the buildings like? How does tourism impact on the people who live there and the landscape? What are the similarities and the differences?

Key Vocabulary

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EUROPE

What knowledge will children be taught during this unit?

Where is Europe? What are the major countries, cities and landmarks that are found in Europe? (including Russia)

Review Key Stage 1 learning about continents and seas/oceans How do the physical features of Europe change as you move from one

part to another? How do these impact on humans? e.g. tourism, jobs. How do the human features of Europe change as you move from one

part to another? e.g. tourism, impact, buildings, land use How does the traditional cuisine change across Europe? How is this

impacted by the climate and physical geography?

Case study of a EU region (Scandinavia): Where is Scandinavia and which three countries make up the region? What are the capital cities of these countries? What other countries and major cities are nearby?

What are the features of Scandinavia that can be identified from maps and aerial photographs?

What is the climate like in Scandinavia? How do the seasons impact on the daylight hours?

What are the physical features of Scandinavia? e.g. glaciers, fjords, mountains, lakes, waterfalls

How does the human and physical geography of Scandinavia impact on occupations for residents? How do they trade with other countries?

Key Vocabulary

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OTHER KNOWLEDGE

What other knowledge will children be taught during other units/subjects?

Ancient Britain (History-based unit)

What are the four countries that make up the UK? What and where are the main cities and counties of the UK? Where are the major landmarks of the UK located?

Spain (Art-based unit, Salvador Dali)

Where is Spain located in the world? What does the Spanish flag look like? What is the weather like in Spain? What is life like in Spain?

Mayans (History-based unit)

Which countries and cities are now located where the Mayan civilisation would have lived?

Netherlands (Art-based unit, Vincent Van Gogh)

Where is Netherlands located in the world? What does the Dutch flag look like? What is the weather like in Netherlands? What is life like in Netherlands?

Ancient Egypt (History-based unit)

What is trade? How did the Ancient Egyptians trade with each other? Why was the Nile important for trade links?

Animals of the World (links to Science unit, Animals & Humans)

Can you name and locate the continents of the world? What is the weather like in different parts of the world? Which animals live in the different parts of the world? Why are they suited to living there?

Ancient Greece (History-based unit)

Why is the Greek climate appealing to holiday makers? How does tourism impact on the Greek islands nowadays?

U.S.A. (Art-based unit, Andy Warhol)

Where is the U.S.A. located in the world? What does the American flag look like? What is the weather like in the U.S.A.?

What is life like in the U.S.A.?

GEOGRAPHY: UPPER KEY STAGE 2

KEY SKILLS

What skills should the children be able to do by the end of Key Stage 2?

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.

YORKSHIRE

What knowledge will children be taught during this unit?

Where is Yorkshire located in the UK? What are the main cities and landmarks in Yorkshire? Where is South Yorkshire located within it?

Where are the main towns and cities located in South Yorkshire? Where are Barnsley, Rotherham and the Dearne Valley located?

What/who is Yorkshire famous for? What are the physical features of Yorkshire? What are the human features of Yorkshire? How has this changed? Case study of a tourist attraction in Yorkshire (not a coastal resort):

What is the location of the tourist attraction? How is the land used in this area? What job opportunities are there for local people? What is transport like in this area? What impact do tourists have on this area? How does it compare to the Dearne Valley?

Case study of a city in Yorkshire (Leeds): Where is Leeds located within Yorkshire and the UK? What is transport like in Leeds? What job opportunities are there in Leeds? How is the land used? What is diversity like in Leeds and how is it celebrated? How does it compare to the Dearne Valley?

What are counties? Where are the major cities of the UK located and which counties are they in?

Where are the key features of the UK located? e.g. hills and higher ground, mountains, coasts and rivers

How have cities changed in size over time and why? How do cities change over a period of time? How is this impacted by

humans? Why is this? Consider development of buildings, transport and technology

Key Vocabulary

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AMAZON RAINFOREST

What knowledge will children be taught during this unit?

Where in the world is the Amazon rainforest and the River Amazon located? What are the nearby major countries and cities of South America?

Review previous learning about continents and oceans. What is the climate like in the Amazon? How does it change during

seasons and throughout the day? What are the layers of the rainforest? How are humans impacting on the rainforest? Review Y3/4 learning about the features of a river. Why is the River Amazon important to the inhabitants of the Amazon

rainforest? How do they use the river for their lives? What settlements can be found within the Amazon? What do settlers

need? Where would be a good place to settle? Why?

What is trade and trading? Why do different countries need to import and export? What does the

UK export? What do we need to import? Why is this? Case study on a country we import from (cocoa beans from the

Amazon Rainforest): Why is our trade important to the people we trade with? How does it impact on their lives?

What is fair trade? What is the impact on fair trade? What is globalisation? What are the positive benefits of it? What are

the negative impacts of multinational companies on localities?

Key Vocabulary

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EXPLORE THE WILD

What knowledge will children be taught during this unit?

What is the location of North America and Canada? What are the nearby major countries and cities of North America?

Review previous learning about continents and oceans. What is the climate of Canada? How is it different across Canada? How

does the climate impact on peoples’ lives? What are the physical features of North America? How does this impact

on the lives of the people living there? e.g. population, settlement, employment, trade, energy, food, transport

Case study on a North American country (Canada): What is the climate like in Canada? What is the landscape like in Canada? How does the population differ across Canada and why? What are Canada’s key exports for trade? What does Canada need to import from other countries? How do each of these things impact on the Canadian people? How does Canada compare to the UK and the local area?

What are the different climate zones of the world and where are these located? Which major countries are located within the different climate zones? Identify position and significance of latitude, longitude, Equator, hemispheres, tropics, Arctic and Antarctic circles, Greenwich Meridian and time zones

How is climate different in the climate zones? How does the climate impact on land and land use, settlements, biomes

and vegetation belts?

Key Vocabulary

X

NATURAL DISASTERS

What knowledge will children be taught during this unit?

Review previous learning about continents and oceans.

What are hurricanes and tornadoes? How are they different? How does each link to the physical geography, location and climate of a place?

What are the impacts of hurricanes and tornadoes on a place and the lives of people who live there?

Case study of a hurricane/tornado: Where in the world did the hurricane/tornado affect? What was the impact of it? How did it impact on the landscape of the area? How have buildings being designed since to be safer in the event of another hurricane or tornado?

What are tsunamis? What causes a tsunami to occur? What are the impacts of tsunamis on a place and the lives of the people

who live there? Case study of a tsunami: Where in the world did the tsunami affect?

What was the impact of it? How did it impact on the landscape of the area? How have buildings being designed since to be safer in the event of another tsunami?

Key Vocabulary

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OTHER KNOWLEDGE

What other knowledge will children be taught during other units/subjects?

Monarchs (History-based unit)

Which countries were part of the British Empire? Where in the world are they located? What do many of their flags have in common?

France (Art-based unit, Claude Monet)

Where is the France located in the world? What does the French flag look like? What is the weather like in France? What is life like in France? What is the capital city, Paris, famous for?

Anglo-Saxons & Vikings (History-based unit)

What are the seas around the UK and where are they located? Which countries and places in Europe are often travelled to by boat

from the UK? e.g. Belgium, Holland, Scandinavia, Ireland. Where is Iceland located and what is its capital city?

Italy (Art-based unit. Alberto Giacometti)

Where is the Italy located in the world? What does the Italian flag look like? What is the weather like in Italy? What is life like in Italy? What is the capital city, Rome, famous for?

Roman Empire (History-based unit)

Which UK towns and cities have names that are a legacy of the Roman occupation of Britain? Where are they located?

Rivers of the World (Art-based unit, Georges Surat, River Seine)

What are the most well-known rivers in the world and where are they located? What are the continents of the world called?

How are rivers used across the world?

World War 2 (History-based unit)

How has the geography of the Germany and the Soviet Union changed since World War 2?

What are the main countries and capital cities of the former Soviet Union today? Where are they located?

City of London (Art-based unit, David Bomberg)

Where is London located in the world and the country? What is London famous for? What famous landmarks are there in London?