A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with 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. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.
The national curriculum for geography aims to ensure that all pupils:
Intent
We intend to provide a high-quality geography education, which inspires in pupils to be curious and fascinated about the world. The curriculum is designed so that progressively, each year, pupils build their knowledge about diverse places, people, resources and natural and human environments, as well as an understanding of the Earth’s key physical and human processes. They will develop an understanding of the formation and use of landscapes and environments. Pupils will develop their knowledge of the location of significant places and processes that give rise to key physical and human geographical features of the world. Pupils will learn 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) and communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
Geography Long Term Plan Cycle 1
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Autumn 1
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Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Year 1 and 2
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Countries and capitals in the UK Where they live. Route to school. Route around school. Maps |
Cities in the UK The countries in the UK
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Polar regions, habitats, settlements and climate. |
Rivers, seas and oceans. Local waterways. |
Local geography land use.
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Seaside towns on the coast.
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Year 3 and 4
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Different rocks – geographical wonders from around the world |
Features of rivers, the impact of flooding (the Nile) |
The physical and political geography of Greece |
Trade and industry in the Mediterranean. |
Topographical features of the countryside |
Minerals and mines in the UK. Mining industry Minerals found in the uk e.g. tin mines in Cornwall, |
Year 5 and 6
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GIS systems, world maps. 4 figure coordinates. 8-point compass.
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Environmental geography, recycling, pollution. |
Political, economic and physical geography of Mexico.
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Political, economic and physical geography of Mexico. |
Contours and physical geography of the USA |
Scale. Physical geography of California. North America. States of the USA |
Geography Long Term Plan Cycle 2
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Autumn 1 |
Autumn 2 |
Spring 1 |
Spring 2 |
Summer 1 |
Summer 2 |
Year 1 and 2 |
Countryside- physical features Countries of the UK. Main cities in the UK.
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Crystals and rock formations Geographical wonders in the UK |
Glossop, road maps and directions. Routes and journeys. |
River fieldwork, features of rivers.
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Countries of Europe, flags borders |
Islands around the UK. |
Year 3 and 4 |
The physical and political geography of Italy. |
Climate and the 7 biomes on Earth. |
The water cycle. Extreme weather events. |
4 figure coordinates, 8 point compass. Local geography.
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Political and physical geography of Scandinavia
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Earthquakes and volcanoes. |
Year 5 and 6 |
Trade and fair trade. Where food comes from?
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Local geography fieldwork – land use of Glossop: now and 1900 The impact of the industrial revolution on towns and cities |
Political, economic and physical geography of Russia. Europe before and after the war. |
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Dinosaurs and the Jurassic Coast Gradient, hills, and local fieldwork. |