Subjects

Back

Geography

Intent

At Sayes Court Primary School, the geography curriculum is designed to equip pupils with a deep understanding of their world, starting from their local area and expanding to global perspectives. The aim is that by the end of their time at the school, students will have developed key geographical skills and knowledge that enable them to:

  • Discuss the geological features of their local area, and compare them with other regions.
  • Confidently read and draw maps, understanding the local area’s relation to the wider UK, Europe, and non-European countries.
  • Describe natural processes, such as weather and climate, and identify the causes and impacts of climate change.
  • Conduct geographical research using a variety of tools and media, including paper maps, globes, and virtual mapping tools.
  • Use accurate geographical vocabulary in both oral and written contexts.
  • Show awareness of sustainability and solutions for a better future, fostering care for the environment.

Aligned with the school's values and commitment to equality, diversity, and inclusion, the geography curriculum is both academically rigorous and socially aware. It not only develops pupils’ geographical knowledge but also encourages them to reflect on global and local issues of fairness and responsibility.

Implementation

The delivery of the geography curriculum at Sayes Court is thoughtfully planned across the Early Years Foundation Stage, Key Stage 1 and Key Stage 2.

In Key Stages 1 and 2, each year group covers three key geographical topics that build on prior knowledge, ensuring continuity and progression. Teachers are responsible for making geography lessons engaging, current, and inclusive, using the following strategies:

  • Weekly one-hour geography lessons (over three half terms) that include peer discussions, intelligent questioning, and visual displays of key vocabulary.
  • Integration of high-quality non-fiction texts and ICT resources to enhance learning and research skills.
  • Fieldwork that encourages pupils to observe, record, and analyse natural and man-made environments.
  • Use of ‘Knowledge Organisers’ to consolidate key information, vocabulary, and skills for each topic.
  • Trips and workshops that broaden pupils’ understanding and engage them with real-world geography.
  • Formative assessments are carried out regularly to provide feedback and guide future learning.

The Early Years Foundation Stage also delivers geography-linked activities, associated with Early Learning Goals, that nurture pupils' curiosity about their environment. Pupils in Nursery and Reception develop early geographical understanding through hands-on exploration of natural materials, weather observation, and the use of maps to describe the local area.

This progression of skills develops our pupils’ ability to compare the UK with other countries, noting similarities and differences, use maps to locate name features and locate items, and advance their sense of direction and optional language.

Impact

The geography curriculum at Sayes Court has a significant impact on the academic and personal development of pupils. By fostering curiosity and a sense of responsibility towards the environment, the school ensures that:

  • Pupils progress in line with the expectations set by the National Curriculum and demonstrate enthusiasm for geography.
  • Students leave with a lasting understanding of how the world works, laying the foundation for success in KS3 and beyond.
  • Geography skills, such as map reading, observation, and analysis, are transferable across other subjects, and pupils can confidently use geographical terminology.
  • Pupils develop a global perspective and an awareness of environmental sustainability, which translates into positive attitudes and actions regarding the care of their local and global environment.
  • They are aware of how geographical knowledge and skills can inform various career paths.

At Sayes Court, the impact of our geography curriculum is measured through the following mechanisms:

Monitoring Pupil Outcomes

We regularly assess how well pupils are acquiring geographical knowledge and skills. Pupil progress is monitored to ensure they build on prior learning as they advance through the curriculum.

Assessment Practices

Our assessments are thoughtfully designed to inform future teaching and learning. By avoiding excessive testing, we focus on meaningful evaluations that measure understanding and application of geographical concepts. Reliable assessments help teachers adjust their instruction to meet the diverse needs of our pupils.

Parity of Learning

We are committed to ensuring that all pupils, regardless of their background, have equal access to the geography curriculum. By monitoring the progress of different pupil groups, including disadvantaged pupils, we ensure that everyone benefits from the curriculum equally, with appropriate support provided where necessary.

Regular Review and Reflection

Our geography curriculum undergoes regular reviews based on pupil voice, pupil outcomes, staff feedback, and learning scrutiny. These reviews help us maintain the quality of teaching and adjust the curriculum as needed to ensure it remains relevant, ambitious, and engaging for all pupils.

Progression of Skills and Knowledge

 

Year 1 

Year 2 

Year 3  

Year 4  

Year 5  

Year 6  

Locational Knowledge 

  • Develop knowledge of the human and physical geography of a small area of the United Kingdom. 

 

  • 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 UK and its surrounding seas 

 

  • Name and locate the world’s seven continents and five oceans 

 

 

 

  • Name and locate counties and cities of the UK, geographical regions and their identifying human, physical characteristics and key topographical features (includes mountains, hills, coasts and river) and land use patterns and understand how some of the aspects 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)  

  • Locate the world’s countries, using maps to focus on Europe (including the location of Russia), concentrating on their environmental regions, key physical and human characteristics, countries and major cities. 

  • Locate the world’s countries, using maps to focus on North and South America, concentrating on their environmental regions, key physical and human characteristics, countries and major cities. 

Place Knowledge 

  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non-European country 

  • Understand geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non-European country 

  • Understand geographical similarities and differences through studying the human and physical geography of a region of the UK, a region in a European country and of a region within North or South America 

  • Understand geographical similarities and differences through studying the human and physical geography of a region of the UK, a region in a European country and of a region within North or South America 

  • Understand geographical similarities and differences through studying the human and physical geography of a region of the UK, a region in a European country and of a region within North or South America 

  • Understand geographical similarities and differences through studying the human and physical geography of a region of the UK, a region in a European country and of a region within North or South America 

Human and Physical Geography 

  • Identify the location of hot and cold areas of the world. 

Describe and understand key aspects of:  

  • seasons 

  • continents and oceans 

Describe and understand key aspects of:  

  • weather 

  • coasts 

Describe and understand key aspects of:  

  • volcanoes and earthquakes  

  • the water cycle and rivers 

Describe and understand key aspects of:  

  • mountains 

  • 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 

Describe and understand key aspects of:  

  • rainforests 

  • economic activity including trade links and the distribution of natural resources including energy, food, minerals and water 

 

Geographical Skill and Fieldwork 

  • 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 

  • 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 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 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 ordinance survey maps) to build their knowledge of the UK and the wider world 

  • Use field work to observe, measure, record and present the human and physical features in local area using a range of methods including sketch maps, plans and graphs and digital technologies (Google Maps) 

 

  • Use the eight points of a compass, four and six figure grid references, symbols and key (including the use of ordinance survey maps) to build their knowledge of the UK and the wider world 

  • Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied 

 

Geography Topics by Year Group

Year group

Nursery

Reception

 

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Autumn 1

Understanding the World:

 

  • I know what type of home I live in, e.g., house, bungalow or flat.
  • I can name and talk about familiar features that I see in my own environment (home/school) house, tree, road, garage, shed, classroom
  • I can identify and name a simple map. I know that a map has places/features on and what it is used for. I can follow some positional language such as near, next to, in front of.
  • I can talk about what daily life is like in our country.
  • I can name some types of weather, e.g. rainy, sunny, windy, snowy, cloudy and stormy.

Early Learning Goals:

 

  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non- fiction texts and (when appropriate) maps.
  • Describe my immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
  • Understand some important processes and changes in sounds in the natural world.

 

 

 

 

 

 

 

Autumn 2

 

Where do I live?

At the Farm

Countries of the World

Our European Neighbours

The United Kingdom

People and Planet

Spring 1

 

 

 

 

 

 

 

Spring 2

 

Around the World

Let’s go on Safari

Where does our food come from?

Earning a Living

Investigating Rivers

Our Local Area

Summer 1

 

 

 

 

 

 

 

Summer 2

 

The Sea and the Coast

My World and Me

In the Desert

Know Better, Do Better (3 lessons)

South America

North America
Your browser is out-of-date!

Update your browser to view this website correctly. Update my browser now

×