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Geography

Geography Curriculum Statement

What Geography looks like in Goodrich CE (VC) Primary School

Through our branches, a broad and balanced curriculum is provided to give our learners a range of skills, knowledge and experiences.

At Goodrich Primary school we adopt a skills and knowledge-based curriculum which uses building blocks to develop an understanding of Geographical Big Ideas using various themes e.g. climate. We encourage children to reference previous learning before developing that building block further in a cyclical learning approach.  We base our Geography curriculum on Chris Quigley’s Curriculum Companion as it complements our know more, remember more approach to learning.

CURRICULUM INTENT

Curriculum Intent

What Geography looks like in our school.

  • Geography is about understanding the world we live in. Geography helps children to provoke and provide answers to questions about the natural and human aspects of the world.
  • Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. Children investigate a range of places – both in the UK and abroad.
  • A variety of activities provide children with the opportunity to explore knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.
  • Children working individually, in pairs and groups to develop key geographical skills focusing on physical and human features, location, physical processes and diversity.
  • As pupils progress through the school, their growing knowledge about the world helps them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments.

This is our philosophy:

  • To inspire children’s curiosity and interest to explore the world that we live in and its people, which aims to ignite a love of learning.
  • To equip children with geographical skills to develop their knowledge through studying places, people and natural and human environments.
  • We want children to enjoy and love learning about geography by gaining this knowledge and skills, not just through experiences in the classroom, but also with the use of fieldwork and educational visits taking advantage of the local surroundings as well as further afield.

This is the knowledge and understanding gained at each stage:

By the end of EYFS pupils will: 

  • Have had an opportunity to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places and the environment.

CURRICULUM INTENT

By the end of Key Stage 1 pupils will be able to: 

  • 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 and 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 and 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. 

By the end of Key Stage 2 pupils will be able to:  

  • 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 should develop their use of geographical knowledge, understanding and skills to enhance their locational and place 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)
  • 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 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.
  • 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.

CURRICULUM IMPLEMENTATION

Curriculum Implementation

Please refer to:

  • National Curriculum Compliance document – to demonstrate that statutory requirements are met.
  • Building Block Coverage – to plot where building blocks are taught throughout the curriculum.
  • Long Term overview – to identify themes used to explore the building blocks.
  • Vocabulary document – words required to be taught in each milestone or class.
  • Theme webs – which summarise the key knowledge and skills to be acquired in each theme taught.
  • Geography Progression document – skills and knowledge to be taught in each building block by milestone or class.

This is how it works:

  • All learning will start by revisiting prior knowledge. This will be scaffolded to support children to recall previous learning and make connections – ‘sticky knowledge’
  • Children have a theme web at the start of each geographical theme which outlines knowledge that supports them to retain new facts and vocabulary in their long term memory.
  • Geographical and theme specific vocabulary that is shared explicitly with the children.
  • The children will then progress with their knowledge and application of vocabulary as they move up throughout the year groups.
  • There is a carefully planned progression for year A and B which covers Milestone 1, 2 and 3.
  • The skills are covered through carefully chosen themes that will enable the children to develop and use their knowledge through the building blocks.
  • The children will complete POP (Proof of Progress) tasks that further deepen understanding basic (first year of milestone), advancing (second year of milestone) and deep (second year if knowledge is strong).
  • Children will get the opportunity to go on various trips which provides a 'real-world' opportunity for children to develop and extend their geographical thinking.
  • Links with other areas of the curriculum are embraced to provide a more meaningful learning experience.
  • Lessons may be taught discreetly or as a block of lessons.

This is what the adults do:

  • Plan exciting progressive lessons which build on prior knowledge based upon geographical skills and knowledge.
  • Support, encourage and nurture a love of Geography and interest in the world.
  • Working walls in each class that display key vocabulary and questions that support the children’s learning.  
  • Create a learning environment that stimulates children’s interest in our local area and the wider world.
  • Book scrutiny, learning walks, pupil voice and planning audits. 
  • CPD for all staff.

This how we support:

  • We use teacher and self-assessment to quickly identify any child who requires additional support in specific areas.
  • We make cross curricular links whenever possible. 
  • Provide visual and practical prompts.

 

This how we challenge:

  • Lessons will be differentiated or adapted through challenge or support.
  • Additional activities/targets to stretch the learning within the lesson. 
  • Deeper thinking opportunities are given to help identify greater depth geographers.
  • Revisiting sticky knowledge regularly

 

This how we ensure all children can access the curriculum:

  • To support all children, particularly those who have SEN or EAL needs, key vocabulary is referenced and specifically taught to extend the children’s use of vocabulary and develop greater access to the curriculum.
  • Seating children alongside good role models to support one another.
  • Frequent repetition and revisiting to help make knowledge stick. 
  • By providing visual/practical prompts.
  • Teaching lessons using a range of different techniques to suit a range of learning styles e.g. videos, interactive websites, atlases, world maps, fieldwork etc.

 

What is Cultural Capital?

The National Curriculum defines cultural capital as: ‘the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement’. This powerful knowledge can be split into two categories: powerful subject knowledge and powerful personal knowledge.

Powerful Subject Knowledge in Geography

  • To understand that place, space, the environment, and how the world around them is interconnected.
  • To understand how geography is used to enhance our day-to-day lives.

Powerful Personal Knowledge in Computing

  • Extra-curricular experiences when they link in with the curriculum.
  • Cross curricular experiences to embed geography skills.

 

CURRICULUM IMPACT

Curriculum Impact

At Goodrich Primary School, we recognise the importance of Geography in every aspect of daily life. Our Geography Curriculum facilitates sequential learning and long-term progression of knowledge and skills. Teaching and learning methods provide regular opportunities to recap acquired knowledge through high quality questioning, discussion, modelling and explaining to aid retrieval at the beginning and end of a lesson or unit. This enables all children to build on their prior knowledge and develop as geographers.  

This is what you might typically see:

  • Happy, confident and engaged learners
  • Children practising and applying knowledge to different situations.
  • Children posing their own questions.
  • Children working cooperatively in paired/group work.
  • A classroom environment with displays including vocabulary, to support learning.
  • Children discussing, reflecting and sharing their learning.
  • TIPTOP learning

This is how we know how well our children are doing:

We have identified substantive and disciplinary knowledge which is fundamental to the children’s development and understanding as Geographers.  They accumulate this as they move through our school which then gives them a firm foundation to build on when they move on to KS3 and beyond.

  • Analysis of assessments – use ‘sticky knowledge’
  • Marking and feedback which also includes peer assessment.
  • Lessons planned based on work done in previous year groups to ensure children are gaining a breadth of study.
  • Lessons are planned based on geographical skills which are specific for each year group.
  • Formative assessment though questioning throughout the lesson.
  • Photographic/video evidence
  • Observations of children during investigation and exploration
  • Marking and feedback by teacher and peers.
  • Book scrutiny, pupil meetings and planning audits.
  • Use of surveys and questionnaires. 
  • Monitoring of the standards of children’s work and the quality of teaching and learning in lessons

This is the impact of the teaching:

  • Children who enjoy geography.
  • Children who are inquisitive and reflective learners.
  • Children who can demonstrate a variety of geographical skills and understanding.
  • Children who are prepared to share what they’ve learnt in a variety of ways through using different Medias.
  • Children who find that Geography provokes questions, and they are keen to find out about
  • Children who use acquired vocabulary within lessons.
  • Children will be ready for the next stage in their education. Pupils with SEND will achieve the best possible outcomes.

Geography Progression Document

Our curriculum sets out progression in the form of three ‘Milestones’. The children work towards each Milestone for two years. During the first-year pupils attain an understanding of the skills set out in the Milestone and during the second year they develop an advanced or deeper understanding. Each Milestone contains a range of descriptors which provide details of the skills to be covered. Over a two-year period, students become more and more familiar with these details by exploring them in a breadth of contexts. This helps pupils to “know more” and “remember more.”

Links to learning in EYFS

Understanding the World - People and Communities - Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

 

Understanding the World - The World - Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.

 

Mapping skills EYFS –

Direction - Follow simple directions.

Drawing maps - Draw and create their own maps using real objects, and/or pictures and symbols.

Representation - Look at signs and symbols on different types of maps for example in school, and the local community.

Using maps - Use a simple map with symbols to spot features in the school grounds or in the local community.

Styles of maps - Real maps, electronic globes and maps, maps of the classroom/school, local town, park, zoo, museum etc, story maps.

 

Links to other subjects and curriculum areas

Links between understanding of science and geography when discussing habitats and issues around climate change.

 

Using online simulations to explore ideas, using spreadsheets & databases to analyse and explore data and using the internet as a search tool to support learning all link to Computing.

 

Learning about different cultures and religions ties geography and RE closely together.

 

Exploring foods from different cultures and festivals links to DT and RE topics.

 

Understanding the culture and human geography of countries will almost always link to their history.

 

  • Substantive knowledge - which gives pupils the knowledge about the world around them.
  • Disciplinary knowledge- which gives pupils the skills to think and act like geographers.

GEOGRAPHY

Overview KS1 (Milestone 1)

 

GEOGRAPHY

Year A

Year B

 

Mapping The World (MUST include Naming & locating the worlds 7 continents & 5 oceans)

AUTUMN

United Kingdom

England (MUST include local fieldwork- devising map of the school grounds- both human & physical features.  Use aerial photos)

Scotland

Wales & Northern Ireland

London

Edinburgh

Cardiff

Belfast

SPRING

Climate

Weather

Oceans

SUMMER

Australia

Sydney

Aboriginal People

Australia

Daintree Rainforest

Great Barrier Reef

 

 

Overview WOODPECKERS & OWLS KS2- Years 3&4 (Milestone 2)

GEOGRAPHY

Year A

Year B

 

Describing Maps of the World 1

AUTUMN

Europe:

Rivers

Population

Mountains

International Trade:

Food

Natural Resources

Tourism

SPRING

Transportation:

Cities

National

International

Erosion:

Rivers

Coasts

Management

 

SUMMER

Landscapes:

Rivers

Weathering

Mountains

Climate Change

The Water Cycle

Earthquakes & Volcanoes:

Plate tectonics

The Pacific Ring of Fire

Impact

 

Overview PEREGRINES KS2- Years 5&6 (Milestone 3)

GEOGRAPHY

Year A

Year B

 

Using Maps- Features

Using Maps- Four figure grid reference

AUTUMN

Biomes & Climate Zones:

Freshwater

Tundra

Ocean currents

Biomes & Climate Zones:

Marine

SPRING

North America

South America

Populations

North & South America:

Rivers

Mountains

SUMMER

Biomes & Climate Zones:

Taiga (MUST compare to local area, including fieldwork/ maps, plans & digital tech)

Grassland

Temperature Deciduous Forest

Biomes & Climate Zones:

Desert

Ice

Savana

Tropical Rainforest

 

 

MILESTONE 1

MILESTONE 2

MILESTONE 3

Mapping skills

 

Direction and location

 

Follow directions (Up, down, left/right, forwards/backwards) Follow directions NSEW

 

Drawing maps

 

Draw picture maps of imaginary places and from stories. Draw a map of a real or imaginary place. (e.g. add detail to a sketch map from aerial photograph)

 

Representation

 

Use own symbols on imaginary map. Begin to understand the need for a key. Use class agreed symbols to make a simple key.

 

Using maps

 

Use a simple picture map to move around the school; Recognise that it is about a place. Follow a route on a map. Use a plan view. Use an infant atlas to locate places. Picture maps and globes Find land/sea on globe. Use teacher drawn base maps. Use large scale OS maps. Use an infant atlas.

 

Direction and location

 

Use 4 compass points to follow/give directions: Use letter/no. co-ordinates to locate features on a map.

Use 4 compass points well: Begin to use 8 compass points; Use letter/no. co-ordinates to locate features on a map confidently.

 

Drawing maps

 

Try to make a map of a short route experienced, with features in correct order. Make a simple scale drawing.

 

Representation

 

Know why a key is needed. Use standard symbols. Begin to recognise symbols on an OS map.

 

Using maps

 

Locate places on larger scale maps e.g. map of Europe. Follow a route on a map with some accuracy. (e.g. whilst orienteering) (e.g. Find UK or India on globe) Follow a route on a large scale map. Use large scale OS maps. Begin to use map sites on internet. Begin to use junior atlases. Begin to identify features on aerial/oblique photographs.

 

Use large and medium scale OS maps. Use junior atlases. Use map sites on internet. Identify features on aerial/oblique photographs.

Direction and location

 

Use 8 compass points; Begin to use 4 figure coordinates to locate features on a map.

Use 8 compass points confidently and accurately; Use 4 figure co-ordinates confidently to locate features on a map. Begin to use 6 figure grid refs; use latitude and longitude on atlas maps.

 

Drawing maps

 

Begin to draw a variety of thematic maps based on their own data. Begin to draw plans of increasing complexity.

 

Representation

 

Draw a sketch map using symbols and a key; Use/recognise OS map symbols. Use/recognise OS map symbols; Use atlas symbols.

 

Using maps

 

Compare maps with aerial photographs. Select a map for a specific purpose. (E.g. Pick atlas to find Taiwan, OS map to find local village.) Begin to use atlases to find out about other features of places. (e.g. find wettest part of the world) Follow a short route on an OS map. Describe features shown on OS map. Locate places on a world map. Use atlases to find out about other features of places. (e.g. mountain regions, weather patterns)

 

Use index and contents page within atlases. Use medium scale land ranger OS maps. Use OS maps. Confidently use an atlas. Recognise world map as a flattened globe.

Investigate places This concept involves understanding the geographical location of places and their physical and human features

 

 

 

Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).

- Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area.

- Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied.

- Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment.

- Use aerial images and plan perspectives to recognise landmarks and basic physical features.

- Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

- Name and locate the world’s continents and oceans.

Ask and answer geographical questions about the physical and human characteristics of a location.

- Explain own views about locations, giving reasons.

- Use maps, atlases, globes and

digital/computer mapping to locate countries and describe features.

- Use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.

- Use a range of resources to identify the key

physical and human features of a location.

- Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how

some of these aspects have changed over time.

- Name and locate the countries of Europe and identify their main physical and human characteristics

Collect and analyse statistics and other information in order to draw clear conclusions about locations.

- Identify and describe how the physical features affect the human activity within a location.

- Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location.

- Use different types of fieldwork sampling (random and systematic) to observe, measure and record

the human and physical features in the local area. Record the results in a range of ways.

- Analyse and give views on the effectiveness of different geographical representations of a location

(such as aerial images compared with maps and topological maps - as in London’s Tube map).

- Name and locate some of the countries and cities of the world and their identifying human and

physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

- Name and locate the countries of North and South America and identify their main physical and human characteristics

Investigate patterns This concept involves understanding the relationships between the physical features of places and the human activity within them

 

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of 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.

- Identify land use around the school.

Name and locate the Equator, Northern

Hemisphere, Southern Hemisphere, the

Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones.

-Describe some of the characteristics of these geographical areas.

- Describe geographical similarities and

differences between countries.

- Describe how the locality of the school has changed over time.

Identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night).

- Understand some of the reasons for geographical

similarities and differences between countries.

- Describe how locations around the world are changing and explain some of the reasons for change.

- Describe geographical diversity across the world.

- Describe how countries and geographical regions are interconnected and interdependent

Communicate geographically This concept involves understanding geographical representations, vocabulary and techniques

 

 

Use basic geographical vocabulary to refer to: • key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather. • key human features, including: city, town, village, factory, farm, house, office and shop.

-Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map.

-Devise a simple map; and use and construct basic symbols in a key. Use simple grid references (A1, B1)

Describe key aspects of:

• physical geography, including: rivers,

mountains, volcanoes and earthquakes

and the water cycle.

• human geography, including: settlements

and land use.

• Use the eight points of a compass, fourfigure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.

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: settlements, land

use, economic activity including trade links, and

the distribution of natural resources including

energy, food, minerals, and water supplies.

• Use the eight points of a compass, four-figure

grid references, symbols and a key (that uses

standard Ordnance Survey symbols) to

communicate knowledge of the United Kingdom

and the world.

• Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land).

Geography Assessment

 

GEOGRAPHY

BIG IDEAS

INVESTIGATE PLACES

INVESTIGATE PATTERNS

COMMUNICATE GEOGRAPHICALLY

Building Blocks

Physical Features

Location

Human Features

Physical Processes

Human Processes

Diversity

Vocabulary

Techniques

 

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A brown circle with a house and text

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A logo of a waterfall

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Milestone

INVESTIGATE PLACES

INVESTIGATE PATTERNS

COMMUNICATE GEOGRAPHICALLY

Physical Features

Location

Human Features

Physical Features

Location

Human Features

Physical Features

Location

1

 

 

 

Can identify the key features of a location to say whether it is a city, town, village, coastal or rural area.

Know the difference between a human and physical feature.

Can give an example of a human and physical feature within the UK.

Can name the 4 countries of the UK.

Can name the capital cities of the UK.

Can locate the 4 countries on a map.

Can name and locate the world’s continents and oceans.

Can talk about similarities and differences between human and physical features of the UK compared to another country.

Can identify seasonal and daily weather patterns in the United Kingdom.

Can use basic geographical vocabulary to refer to:

• key physical features, including beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather.

• key human features, including city, town, village.

2

 

 

 

 

Can name and locate counties and cities of the United Kingdom.

Can identify human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

Can name and locate the countries of Europe and identify their main physical and human characteristics.

Can name and locate the equator, northern hemisphere, southern hemisphere, the tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones.

Can describe geographical similarities and

differences between countries.

Describe key aspects of:

• physical geography, including:

rivers, mountains, volcanoes and

earthquakes and the water cycle.

• human geography, including:

settlements and land use.

• Use the eight points of a compass, four figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.

3

 

 

 

Can name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

 

Can name human and physical features within our local area.

Can identify and describe the geographical significance of latitude, longitude, equator, northern hemisphere, southern hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night).

To 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:
  • settlements, land use, economic
  • activity including trade links, and
  • the distribution of natural resources including energy, food,
  • minerals, and water supplies.

To be able to use the eight points of a compass, four figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.


 

Geography Vocabulary

 

Geography Vocabulary

Milestone 1

EYFS

Milestone 1

Year 1 and 2

Milestone 2

Milestone 3

human features physical features

United Kingdom (UK)

place

city

town

rural

map

world

globe

countries

daily weather

hot

cold

farm

house

office

shop

atlas

environment

investigate

locate

ocean

east

west

construct surrounding

characteristics

continent

symbol

grid reference

surrounding vegetation

factory

compass

north

village

coastal

south

environment

characteristic

locate

seasonal

equator

North Pole

South Pole

beach

coast

river

mountain

hill

soil

valley

hemisphere

Artic

Antarctic

earthquake

land use

time zone

topographical

Tropic of Cancer

Tropic of Capricorn

volcano

water cycle

 

 

aerial

analyse

biome

climate

depict

distribute

economic

effectiveness

energy

food

London Tube map

minerals

Ordinance Survey (OS)

population

sampling

settlement

systematic

trade

water supply

 

Geography Recommended Reads/ Websites/ Apps

Recommended reads for KS1

 

     

Recommended reads for KS2

   

 

 

Recommended Websites

Climate - BBC Teach

First explorations - Met Office

Weather and climate in the UK | KS2 Geography | Year 3 and Year 4 - BBC Bitesize

Exploring locations - the seven continents - Years 1/2 - P2/3 - Geography Collection - BBC Bitesize

Let's explore the UK - BBC Bitesize

Cities of the UK | KS2 Geography | Year 3 and Year 4 - BBC Bitesize

What is an ocean habitat? - BBC Bitesize

What are human and physical features in geography? - BBC Bitesize

Cities, towns and villages - BBC Teach

Recommended Apps 

Google Earth allows you to explore the entire world from above, using 3D terrain and satellite imagery of the whole globe. This means you can view 3D buildings inhundreds of cities around the world.

Barefoot World Atlas

Fly around the interactive 3D globe and discover the rich wonders of our planet. It is a show-stopping interactive app that allows children to explore an enticing, spinning world packed with animated icons, an ever-changing soundscape and interactive quizzes.