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Geography

             

"A map says to you, read me carefully, follow me closely, doubt me not …… I am the earth in the palm of your hands.” Beryl Markham - Kenyan aviator and author

Intent

At Peel Common Primary School we follow the Early Years Foundation Stage Curriculum and the National Curriculum for England (2015) which provide our children with the knowledge and key skills they need to build on for their future learning. 

Our intent is to spark children’s curiosity and nurture a lifelong interest in the world and its people. Children explore the four main areas of geography in a way that helps them to understand and appreciate the world in which they live: both their local area and the world beyond. Through a wide range of topics, children investigate different countries, environments, and communities, gaining a richer sense of how places are connected. They discover the physical and human processes that shape our planet and influence how places change over time. We aspire for our children to be able to talk like a geographer and understand what geography is. We want them to be able to explain ‘the story’ of a place rather than a list of facts about a place,

Our lessons are designed to strengthen children’s geographical vocabulary, develop confident map‑reading skills, and secure key knowledge. Each unit provides opportunities to revisit learning, tackle new challenges, and explore ideas in varied and meaningful ways, ensuring children remain motivated and make strong progress throughout their geographical learning journey. Children progress from Reception to Year 6, revisiting concepts to develop deep and thorough substantive and disciplinary knowledge.

Implement

Based upon the National Curriculum and the individual needs of our children, our Geography curriculum is designed to ensure that children develop a deep understanding of geographical concepts while practising the necessary skills required to work and think like geographers. Geography is taught as part of our two-year cycle for each age phase. We alternate our Geography and History topics ensuring that our children receive a well-rounded teaching of the humanities subjects throughout the year. Each lesson has content that is differentiated and is age-appropriate. Our whole school oracy focus underpins our vocabulary-rich Geography curriculum. Teachers use questioning, and provide opportunities for discussion and investigation to support the development of vocabulary, which is explicitly taught and modelled by teachers in every lesson. Key geographical knowledge and language (such as, the name and location of continents, countries, capital cities and oceans) is revisited frequently, to make learning memorable, relevant and easy to retrieve. We support learning with trips to inspire our children and widen their cultural experiences. As well as using a range of resources such as videos, photographs and newspaper articles during lessons to help create immersive learning experiences.

Impact

The impact of our Geography curriculum is measured in a variety of ways: questioning during lesson time, marking children’s written work, listening to child-led discussion, conferencing pupils across the school about their learning, book looks and using images/videos of children’s practical learning.

By end of the Geography curriculum at Peel Common Primary, our children will have become young geographers, engaged in, respectful of and curious about the world in which we live. They will have a growing knowledge of the world and their place in it. They understand some of the processes that have made the world the place it is today, how it is changing and ways in which humans can protect the planet and its diverse features. They will know that they can use their voice to express themselves and their opinions. They will have developed geographical skills, such as, evaluation, creativity, problem solving and enquiry.

By the end of Reception, children achieve the relevant learning goals and objectives

from the EYFS framework and Development Matters guidance. They achieve the end of

KS1 attainment targets by the end of Year 2 and the end of KS2 attainment targets by the end of Year 6.

Curriculum Maps and Progression Document

 

Peel Common Primary School-  Geography Long Term Plan – 2025-2026 CYCLE B

EYFS and KS1

 

Year Group

Autumn

 

Spring

 

Summer

 

 

Year R

Learn about the features of own immediate class and school environment.

Beginning to describe the natural world around them, Identify seasonal and daily weather patterns observe, describe and name nature signs of Autumn.

 

Explore and know about the natural world around them. Identify seasonal and daily weather patterns. To know about and recognise the signs of Winter and how this affects their lives. To know some important processes and changes in the natural world including states of matter (freezing)

Recognise some similarities and differences between life in this country and life in other countries through exploring celebrations such as Chinese New Year and Pancake Day and through discussions around stories read.

 

Explore the natural world around them. Describe

what they see, hear and feel whilst outside

Trip to the Zoo or the Farm: Looking at different ways to travel and our route on the map. Draw information from a simple map.

 

Year 1/2

2025-2026

Martha Maps It Out

Key enquiry question: why are maps important to geographers?

  • Know that maps are a simple way to show where places are and what is found in them.
  • Know that geographers use maps to plan routes and study the world.
  • Use labels to find features on a map.
  • draw a map and create labels to show significant features
  • Understand that key and map symbols are used to make a map easy to read and understand
  • Use aerial maps to identify human and physical features of the School Environment
  • use positional language to verbally describe a route around school.

My Local Park

Key enquiry question: Is my local park is perfect all year round?

  • Identify seasonal and daily weather patterns in the United Kingdom.
  • know the weather associated with each season and consider how suited their local park is to each season
  • know where their local park is in relation to their school and can describe the route using geography vocabulary
  • make a map and create symbols and a key
  • Use locational and directional language to

describe the location of features and routes on a map

  • Use simple fieldwork and observational skills to study the geography of their park and its grounds and the key human and physical features of its surrounding environment

 

Hot and Cold Climates

Key enquiry question :Where in the world is Antarctica and what is it like?

  • Name and locate the world’s seven continents and five oceans
  • Know about hot and cold areas of the world in relation to the Equator and the North and South Poles
  • Use simple compass directions (North, South, East and West) and locational and directional language to describe the location of features and routes on a map
  • Use simple fieldwork and observational skills to study the geography of their

     school and its grounds

  • Describe and simply understand the climate, vegetation and what people do and wear.

 

KS2

 

 

Autumn

Spring

Summer

 

Year 3/4

2025-2026

Spotlight Peel Common

Key enquiry Question- What is unique about Peel Common?

  • Find and explore Europe, focusing on human and physical features.
  • Find and explore the UK, focusing on human and physical features..
  • Locate Peel Common using Google maps
  • Identify human and physical features of Peel Common
  • Identify how different features attract different people.

Fragile Earth

Key enquiry question –Are Volcanoes out of control?

  • Locate the world’s countries, using maps to focus on Africa, identifying key physical and human characteristics, countries, and major cities
  • Identify the position and significance of Equator, Northern Hemisphere, Southern Hemisphere
  • Physical geography, including volcanoes
  • Use maps, atlases, globes, and digital/computer mapping to locate and describe countries
  • Observe, measure, record and present the human and physical features in the local area using a range of methods.

Biomes

Key enquiry question –What is the easiest biome to live in?

  • Locate the world’s countries, using maps to focus on South America
  • Physical and Human characteristics, of South America and Peru
  • Identify the position and significance of Equator and Hemispheres
  • Biomes are regions of the world with similar climate (weather, temperature) animals and plants.
  • understanding of four biomes to be able

          to identify, describe compare and      

          evaluate them. Thinking about how the

          climate influences the vegetation, animals,

         jobs and houses found in the rainforest

 

 

Year 5/6

2025-2026

Out in the Field

Key enquiry question: Is there a litter problem in Brooker’s Field?

  • Understand what geographical fieldwork is and the skills required
  • understand how to interpret geographical information in maps, diagrams, aerial photographs and collected data
  • generate questions for fieldwork investigations
  • use and draw sketch maps of a location
  • use observation and measuring to collect and record data
  • present my collected data in different ways

Rivers

Key enquiry question: Are all rivers the same?

  • understand how rivers are formed
  • understand that the features of a river and the surrounding landscapes change from source to mouth
  • understand the factors that cause rivers to flood
  • understand what happens to the physical environment when flooding occurs
  • name and locate the five longest rivers in the UK
  • understand the key features on an OS map
  • interpret an OS map to answer questions about the River Thames
  • know about the physical characteristics of the River Thames

Economic Activity

Key enquiry question: What is unique about chocolate?

  • Identify continents and oceans bordering Africa.
  • Identify the human and physical features of Africa and describe the pattern across the continent using the four points of a compass.
  • Identify the human and physical features of the Ivory Coast an compare with the UK
  • Understand the climate of the Ivory Coast is different to the UK because it is closer

           to the equator

  • Know where cocoa is grown and understand the conditions needed for growing.
  • Know about and understand the life of a

cocoa farmer

  • Understand that cocoa gets bought from the farmer, transported to the UK and sold to

the manufacturer.

 

                                                                                 Peel Common Primary School – Geography Long Term Plan – Cycle A

Year Group

Autumn

 

Spring

 

Summer

 

Year R

Learn about the features of own immediate class and school environment.

Beginning to describe the natural world around them, Identify seasonal and daily weather patterns observe, describe and name nature signs of Autumn.

 

Explore and know about the natural world around them. Identify seasonal and daily weather patterns. To know about and recognise the signs of Winter and how this affects their lives. To know some important processes and changes in the natural world including states of matter (freezing)

Recognise some similarities and differences between life in this country and life in other countries through exploring celebrations such as Chinese New Year and Pancake Day and through discussions around stories read.

 

Explore the natural world around them. Describe

what they see, hear and feel whilst outside

Trip to the Zoo or the Farm: Looking at different ways to travel and our route on the map. Draw information from a simple map.

 

Year 1/2

2026-2027

Where in the world are you?

Key enquiry question: Does everyone’s personal geography look the same?

  • What can you see from your front door? (photo as reference) Describing the human and physical features.
  • Begin to develop an understanding of the terms ‘urban’ and ‘rural’ and
  • I can create a journeys to school

 map which includes labels of

human and physical features.

  • begin to understand the four cardinal directions of a compass (N,S,E,W)
  • Locate the UK on a world map/globe and name the countries

within it.

  • Develop an understanding of some countries in the world with some basic physical geographical knowledge, eg climate and weather

conditions.

Non-European Study

Key enquiry question: Is our school in a similar place to school X?

  • Know the name of the country and

continent we live in and that of a non-European settlement.

  • Be able to use atlases, globes and digital

maps to locate continents and countries

  • Understand what the geographical concept of ‘place’ means.
  • Be able to name and locate the five

major oceans of the world.

  • Know that we live on the coast on an Island.
  • Know the four main compass directions

(north, south, east and west) and know that north and south are opposite directions and east and west are opposite directions

  • Be able to describe a route on a map

using compass directions.

Brilliant Beaches

Key enquiry question: Are all beaches  the same?

  • Identify and describe the location of

the beach

  • Identify human and physical features of  the beach and the coast.
  • Understand how seasonal changes affect the use of the beach.
  • Use symbols, key and words to show human and physical features on aerial images and simple maps.
  • Compare human and physical features of Uk beaches
  • Compare human and physical features of a Uk beach with one on a different continent.

 

Year Group

Autumn

Spring

Summer

Year 3/4

2026-2027

Southampton

Key enquiry question: Is Southampton the Gateway to the World?

  • Find and locate the UK and explore Europe.
  • Identify the location of a place and consider the significance of it's location.
  • Identify and locate the transport links to a place and consider the importance
  • Consider the commercial importance of a location.
  • Consider the importance of a location and the benefits for the community.
  •  

Islands

Key enquiry question: What makes islands so special?

  • Identify the physical features of an island
  • Identify the different islands in the UK
  • Identify the features of a European island
  • Recognise the economic activity and how this influences the jobs on an island
  • Compare the human and physical features of an island

Climate Change

Key enquiry question: How can we save our school?

  • Understand that the world is changing
  • Identify the main causes of climate change.
  • Identify the significant dangers faced by climate change.
  • Understand the implications of climate change on our school.
  • Find ways to make our school more environmentally friendly.

Year 5/6

2026-2027

 

The UK

Key enquiry question: Where in Europe is the UK and what is it like?

  • Interpret maps to find out about Europe.
  • Identify and use the eight point compass
  • Identify the physical and human features of the UK
  • I can use my positional knowledge to describe patterns across the UK
  • Embed my locational and positional vocabulary
  • identify the Human and physical features of both the UK and France

Natural Resources of the World (Summer 1)

Key enquiry question: Are there simple solutions to big problems?

  • Understand that the world is diverse, changing and under threat
  • Recognize key geographical characteristics of Australia
  • Describe benefits and drawbacks of mining on the environment
  • Describe how too much or too little water impacts the environment
  • Understand how our food choices can impact the environment
  • Understand that energy distribution          varies across the world

Sustainability: Energy- Where is the best place for a solar panel in the school grounds? (Summer 2)

  • Know why energy sources are important.
  • To understand the benefits and drawbacks of different energy sources
  • Explain and investigate renewable sources of energy

  • Peel Common Primary School Geography Progression

     

    EYFS

    KS1

    KS2

    What is Geogrpahy?

    In Reception children build their knowledge of the world by being curious about their environment and those represented in stories and photographs. They are learning about different places and why they look like they do and will develop a sense of place though exploring the School environment and local area. They begin to know some similarities and differences of people and places.

    .

    In KS1 children learn about the

    world/places.’. They develop their place knowledge of the School environment, local area and learn the ‘story’ of small non-European place. They are learning about diversity and can compare similarities

    and differences of people and places.

    In KS2 children are ‘Learning about different

    places and how human and physical features

    connect to each other.’ They develop their Place knowledge by revisiting the same place at least two times (not just

    local area) to help the children understand that one

    place can have lots of different geographical stories and

    avoid over-generalisations.

    They are learning about diversity and can explain the

    similarities and differences within a place and link this

    to their knowledge of human geography (including

    culture).

    Locational

    Knowledge:

     

    Using geography vocabulary accurately in order to be specific with locating their geography.

    Recognising familiar places like home, school, park.

     

    Draw information from a simple map

    Recognise similarities and differences between life in this country and life in other countries

     

    Recognise some environments are different to the one in which they live

     

    Explore and know about the natural world around them and explain the some differences between contrasting environments

     

    Understand some important processes and changes in the natural world around them, including the seasons

     

    Describe their immediate environment using knowledge from observation, discussion, stories, an non-fiction texts and when appropriate maps

     

    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

     

    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 Tropic of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

     

    Place Knowledge

     

    This concerns what a place is like. Children must gain an understanding of their local area and areas around the world.

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

     

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

    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 features

     

    this is the geographic content or matter. This should always be taught in the context of a real place locally and/or globally. 

    Identify seasonal and daily weather patterns in the United Kingdom

     

    The location of hot and cold areas of the world in relation to the Equator and the North and South Poles

     

    Describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

     

    Describe and understand key aspects of: 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

    Geographical skills

    and field work

     

    The skills and fieldwork are the tools of a geographer and allow children to develop skills that allow them to think and work like a geographer.

    Use world maps, atlases and globes to identify the United Kingdom and its countries as well as 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

     

    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 & digital technology

     

     

 

"Geography was the lesson I always looked forward to most. It was a form of escapism. It could be bleak midwinter outside but inside you're learning about African farming methods or the Great Lakes. No other lesson had that excitement."  Ben Fogle - Broadcaster for the BBC

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