St Martin and St Mary C of E Primary School
Geography Subject Progression Grid
Geography - Curriculum Subject Statements | |||
Core Values | Early Years Foundation Stage | Key Stage 1 | Key Stage 2 |
Friendship, love, faith | Our aim is to inspire in pupils a curiosity about their world. We encourage children to be inquisitive and ask questions and talk about features of their own immediate environment and how environments may vary from each other. We look at maps and share information. | Pupils investigate their local area and a contrasting area in the United Kingdom or abroad, finding out about the environment and the people who live there. Their knowledge of the wider world is expanded. They learn about the continents and seas and be able to name and locate them. They carry out geographical enquiry inside and outside the classroom. They begin to ask geographical questions about people, places and environments, and use geographical skills and resources such as maps and photographs. | Children develop their understanding of key geographical knowledge and concepts in a project led series of topics as they progress through Key Stage 2. They further expand their understanding of both the physical and human geography of the UK, Europe and the rest of the World. Children are challenged to make links between different places - their people, their customs, their history - and how this has impacted on life and the landscape in those places. Children increasingly understand the impact of human behaviour and choices on the geography of our planet |
Purpose of Study
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.
National Curriculum Subject Aims
National Curriculum Subject Content
| EYFS | Key Stage 1 | Key Stage 2 |
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| Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. | Pupils should 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. |
Location Knowledge |
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Place Knowledge |
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Human and physical geography |
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Geographical skills and fieldwork |
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Topic Progression Grid
Geography Subject Overview Grid | |||||||
Year Group/Class | EYFS FS1/ FS1&FS2 | Year 1 | Year 2 | Y3 | Y4 | Y5 | Y6 |
Autumn 1 | Our local environment-Maps | Where does our food come from? |
Introduction to ‘Countryside Explorers’. | Our Local area |
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The Mayans-Climate and landscape of North America |
Autumn 2 | Where does Santa live? | Habitats African/Arctic |
Seasons/Weather |
| Our World | Maps 4-figure grid references | |
Spring 1 | Exploring the world we live in Weather | Mountain Rescue |
Countryside Explorers |
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| The Lakes and the Alps Comparative Study |
Spring 2 | Life in other countries Caring for living things | The UK |
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| Eastern Europe |
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Summer 1 | Looking after our world Maps | Orienteering (compass points) |
SATS | Mighty Mountains |
| Rainforests | Trade and Economics |
Summer 2 | Caring for living things | Seasonal daily weather patterns |
Contrasting Locality | Maps Skills Orienteering | Rivers |
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History taught
Curriculum Progression in Geography
| EYFS | Year 1 | Year 2 | Year 3 | Year 4 | Year 5 | Year 6 |
Geographical enquiry | Know some similarities and differences between the natural world around them and contrasting environments, Understand some important processes and changes in the natural world around them. | Teacher led enquiries, to ask and respond to simple closed questions.
Use information books/pictures as sources of information.
Investigate their surroundings
Make observations about where things are e.g. within school or local area. | Children encouraged to ask simple geographical questions; Where is it? What's it like?
Use NF books, stories, maps, pictures/photos and internet as sources of information.
Investigate their surroundings
Make appropriate observations about why things happen.
Make simple comparisons between features of different places. | Begin to ask/initiate geographical questions.
Use NF books, stories, atlases, pictures/photos and internet as sources of information.
Investigate places and themes at more than one scale
Begin to collect and record evidence
Analyse evidence and begin to draw conclusions e.g. make comparisons between two locations using photos/ pictures, temperatures in different locations. | Ask and respond to questions and offer their own ideas.
Extend to satellite images, aerial photographs
Investigate places and themes at more than one scale
Collect and record evidence with some aid
Analyse evidence and draw conclusions e.g. make comparisons between locations photos/pictures/ maps | Begin to suggest questions for investigating
Begin to use primary and secondary sources of evidence in their investigations.
Investigate places with more emphasis on the larger scale; contrasting and distant places
Collect and record evidence unaided
Analyse evidence and draw conclusions e.g. compare historical maps of varying scales e.g. temperature of various locations - influence on people/everyday life | Suggest questions for investigating
Use primary and secondary sources of evidence in their investigations.
Investigate places with more emphasis on the larger scale; contrasting and distant places
Collect and record evidence unaided
Analyse evidence and draw conclusions e.g. from field work data on land use comparing land use/temperature, look at patterns and explain reasons behind it |
Direction/Location |
| Follow directions (Up, down, left/right, forwards/backwards) | Follow directions (as yr. 1 and inc’. NSEW) | 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. | 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 | Draw maps from stories and of our school. | 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) | Try to make a map of a short route experienced, with features in correct order;
Try to make a simple scale drawing. | Make a map of a short route experienced, with features in correct order;
Make a simple scale drawing. | Begin to draw a variety of thematic maps based on their own data. | Draw a variety of thematic maps based on their own data.
Begin to draw plans of increasing complexity. |
Representation |
| Use own symbols on imaginary map. | Begin to understand the need for a key.
Use class agreed symbols to make a simple key. | Know why a key is needed.
Use standard symbols. | Know why a key is needed.
Begin to recognise symbols on an OS map. | Draw a sketch map using symbols and a key;
Use/recognise OS map symbols. | Use/recognise OS map symbols Use atlas symbols. |
Using maps | Look at local maps and maps from stories. | 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. | Locate places on larger scale maps e.g. map of Europe.
Follow a route on a map with some accuracy. (e.g. whilst orienteering) | Locate places on large scale maps, (e.g. Find UK or India on globe)
Follow a route on a large-scale map. | 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) |
Scale/Distance |
| Use relative vocabulary (e.g. bigger/smaller, like/dislike) | Begin to spatially match places (e.g. recognise UK on a small scale and larger scale map) | Begin to match boundaries (E.g. find same boundary of a country on different scale maps.) | Begin to match boundaries (E.g. find same boundary of a county on different scale maps.) | Measure straight line distance on a plan.
Find/recognise places on maps of different scales. (E.g. river Nile.) | Use a scale to measure distances.
Draw/use maps and plans at a range of scales. |
Perspective |
| Draw around objects to make a plan. | Look down on objects to make a plan view map. | Begin to draw a sketch map from a high viewpoint. | Draw a sketch map from a high viewpoint. | Draw a plan view map with some accuracy. | Draw a plan view map accurately. |
Map knowledge | Draw information from a simple map. | Learn names of some places within/around the UK. E.g. Home town, cities, countries e.g. Wales, France. | Locate and name on UK map major features e.g. London, River Thames, home location, seas. | Begin to identify points on maps A,B and C | Begin to identify significant places and environments | Identify significant places and environments | Confidently identify significant places and environments |
Style of map | Picture maps, aerial maps and globes. | Picture maps and globes | Find land/sea on globe.
Use teacher drawn base maps.
Use large scale OS maps.
Use an infant atlas | 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. | 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. |