What are we trying to achieve? 

The starting point for the Geography curriculum is the children.  Literacy and language form the basis of all learning and from which children develop geographical knowledge and skills through a connected and language rich curriculum. 

Our Geography curriculum is designed to develop pupils’ curiosity and fascination about the world and its people that will remain with them throughout their lives. Learners will investigate a range of places, both in Britain and abroad to help develop knowledge and understanding of the Earth’s physical and human processes.  We provide opportunities to investigate and enquire about our local area, this will support children to develop an understanding of who they are, their heritage and what makes our local area so unique and special.  We aim to give our learners strong geographical knowledge, good enquiry skills, the ability to use a range of maps, the skills to collect and analyse data and the ability to communicate information in a variety of ways.  We want the children to have a love of geographical learning, gaining knowledge and skills through high quality teaching both inside and outside the classroom.  As the future generation is responsible for our planet, we want our children to have a sense of respect for the world.  

We aim for our children to be:  

At St Benedict’s Primary School, we implement a progressive Geography curriculum that builds on prior knowledge and skills year on year. Our Geography curriculum uses the 2014 National Curriculum as our learning framework. The Cornerstones Curriculum breaks down the National Curriculum Programmes of Study into a progressive programme of learning through challenging Imaginative Learning Projects (ILPs) which we have tailored to the needs of our children.   

Cornerstones enables children to learn about Geography in a cross-curricular way; ILPs set Geography in context with other areas such as History, DT, PE and Science, enabling learning to take place in a variety of ways. Skills are developed in a creative way and children work towards completing an innovative challenge at the end of the topic.  Children are increasingly challenged throughout the year groups and phases, building upon prior learning.   

The Geography curriculum is taught in response to driving questions which are aimed to be challenging, inspiring, creative, nurturing and encourage active learning. Children deepen their understanding by revisiting geographical skills. The lessons are carefully planned to ensure that all children are well supported in their learning and that opportunities for depth is planned for.  We ensure that trips and visiting experts enhance the learning experiences for the children. 

Stand-alone Geography lessons or Daily Dashboard lessons are planned where the ILP does not include Geography to ensure skills and knowledge are continually practised each half term. 

As children move through the school there is a clear picture of the progression of skills and the broadening of Geographical knowledge. 

In Reception Geography is part of the Understanding of the World strand of Development Matters. Children are encouraged to explore and discuss their place in the world, make observations concerning human and physical features, the weather and their immediate environment. 

Reception – Describing their immediate environment using observations, discussions, fiction and non-fiction texts and maps; Explaining similarities and differences between the natural world around them and contrasting environments (experiences/texts in class); Explore the natural world around them, making observations and drawing pictures of animals and plants; The Natural World; Know some similarities and differences between the natural world around them and contrasting environments (experiences/texts in class); Understand some important processes and changes in the natural world around them, including changing states of matter and seasons. 

• Year 1 – Physical and human features; Picture maps; Protecting natural environments; Fieldwork; Countries and capital cities of the UK (London focus); Continents and cities; Using locational language; Using maps (including compass points); Geographical similarities and differences
  
  
• Year 2 – World seas and oceans; Human and physical features; Locational language; Compass directions; Physical processes – erosion; Changes over time; Tourism Using an atlas; Using a compass; Using map keys; Locating the equator, Hemispheres and Poles; Hot, temperate and cold places; Comparing England to Somalia; Sustainability; Fieldwork
  
  
• Year 3 - Maps; Locating countries; Human and physical features; Four-figure grid references; Primary data; Compass points; Earth's layers; Plate tectonics; Latitude and longitude; European countries and cities; UK counties and cities; Carbon footprints; Weather and the local environment; Land use; Fieldwork; Local enquiry; Rocks; Ring of Fire; Features of volcanoes; Volcanic eruptions; Earthquakes and tsunamis 
  
  
• Year 4 – Compass points; Four and six-figure grid references; Tropics of Cancer and Capricorn; Countries, climate and culture of North and South America; Significant physical features of the UK; Renewable and non-renewable energy; National Rail network; UK canal network; Fieldwork; Local enquiry; Rivers; Maps; Contour lines; Physical processes – erosion, transportation and deposition; World rivers; Aerial images; Mountains (UK and World); Water cycle; Soil; Altitudinal zones; Data analysis 
  
  
• Year 5 – Maps (including Ordnance Survey); Contour lines; Six-figure grid references; Time zones; Climate zones; Vegetation belts; Biomes; Human geography; World cities; Sustainable manufacturing processes; Relative locations and distances; Transport networks; Settlement hierarchy; Local enquiry; Fieldwork; Land use in the UK; Allotments; Farming in the UK; Climate zones; Physical features of North and South America; Farming in North and South America; Food transportation
  
  
• Year 6 – Features of Earth including the Arctic and Antarctic Circles; Time zones, Latitude and longitude; Map scale; Grid references, contours and symbols; Climate change, extreme weather and people; Worldwide trade; Natural resource management; Road safety; Fieldwork; Settlement patterns; Local enquiry; Arctic and Antarctic regions; Polar climates; Polar day and night; Polar oceans; Polar landscapes; Climate change; Natural resources; Indigenous people; Tourism 

Geography Policy
Geography Curriculum Overview
Geography Progression

Knowledge Organisers 
Year 1
Our Wonderful World
Bright Lights Big City