Geography overview

The geography projects in our curriculum are sequenced to provide a coherent subject scheme that develops children’s geographical knowledge, skills and subject disciplines.

Geographical locations are not specified in the national curriculum, so they have been chosen to provide a broad and diverse understanding of the world.

Where there are opportunities for making meaningful connections with other projects, geography projects are sequenced accordingly. For example, children revisit the geography of settlements in the history project School Days after studying types of settlements in the geography project Bright Lights, Big City.

All geography projects are taught in the autumn and spring terms, with opportunities to revisit less secure concepts in the summer term.

Throughout the geography scheme, there is complete coverage of all national curriculum programmes of study. Additional planning shows the sequencing of curriculum aspects and concepts, vocabulary and connectivity of the geography scheme with other curriculum subjects.

Key Stage 1

In Key Stage 1, each autumn term begins with essential skills and knowledge projects (Our Wonderful World in Cycle A and Let’s Explore the World in Cycle B). Teaching these projects enables children to be introduced to, or revisit, critical geographical concepts, aspects, skills and knowledge. These projects prepare children for the study of more thematic geography projects in the following term.

In the spring term of Cycle A, children study the project Bright Lights, Big City. This project introduces children to the geography of urban environments and the physical and human features of the United Kingdom.

In contrast, in the spring term of Cycle B, children carry out a detailed study of coastal geography in the project Coastline. This project introduces children to the geography of coastal environments and provides children with the opportunity for in-depth coastal fieldwork.

Lower Key Stage 2

In Lower Key Stage 2, children begin with essential skills and knowledge projects (One Planet, Our World in Cycle A and Interconnected World in Cycle B). Teaching these projects enables children to further develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term.

In the spring term of Cycle A, children study the project Rocks, Relics and Rumbles, which explores physical features and geographical phenomena, including earthquakes and volcanoes.

In contrast, in the spring term of Cycle B, children carry out a detailed study of the physical features of mountains and rivers, which includes opportunities for in-depth fieldwork.

Upper Key Stage 2

In Upper Key Stage 2, children again begin with essential skills and knowledge projects (Investigating Our World in Cycle A and Our Changing World in Cycle B). Teaching these projects enables children to develop their skills, knowledge and understanding of key geographical aspects and concepts and prepares them to study more thematic geography projects in the following term.

In the spring term of Cycle A, children study the seasonal project Sow, Grow and Farm, which explores farming, agriculture and rural land use.

In the spring term of Cycle B, children study the polar regions in the project Frozen Kingdoms. The project includes an in-depth analysis of the characteristics of these regions, including environmental issues.

Subject Progression

When planning, teaching and assessing in Geography we consider the following Concepts/Aspects of the subject and how knowledge and skills need to be developed in these areas from EYFS to Year 6.

• Human features and landmarks
• Settlements and land use
• Climate and weather
• Physical processes
• Geographical resources
• Data analysis
• Fieldwork
• Natural and human-made materials
• Physical features
• Environment
• Sustainability
• World
• UK
• Location
• Position
• Maps
• Compare and contrast
• Significant places
• Geographical change