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Lydgate Junior and Infant School

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Geography

From the moment we are born it is our instinct to explore the world around us.

At Lydgate, we believe that it is important to nurture and encourage that natural curiosity, to shape and direct it to positively influence our pupils. We want to develop inquisitive questioning learners who look closely at the world around them and begin to be able to interpret what they observe. As a whole school we believe that it is important that our children acquire knowledge and understanding about the world both physical and human so that they can take an active part in contributing to and protecting this world as they grow up. We also strive to instil in the children a sense of environmental responsibility and encourage them to understand environmental issues at a local and global level.

Pupils are taught the national curriculum topics through a two year planning cycle:

KS1

KS2

Locational knowledge

name and locate the world’s 7 continents and 5 oceans
name, locate and identify characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

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

Human and physical geography

identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles
use basic geographical vocabulary to refer to:
- key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
- key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

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

Locational knowledge

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

Place knowledge

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 in North or South America

Human and physical geography

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

use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
use the 8 points of a compass, 4- and 6-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, and digital technologies

	Two Year Planning Cycle
	Key Stage One	Lower Key Stage Two	Upper Key Stage Two
Cycle 1	Location Knowledge Name and locate and identify characteristics of 4 countries and capital cities of UK Name and locate the world’s seven continents and 5 oceans Contrasting non-European country – similarities and differences - Australia (Sydney) and Tokyo Identify seasonal and daily weather patterns in the UK and the location of the hot and cold areas of the world.	Rivers British Isles Water cycle	Local area study changes over time Mountains North America
Cycle 2	Hot and cold places Equator North and south pole Comparing local area with small area in a non–European country (Brazil) Human features: port, harbour Physical features : mountains, coast, ocean, beach, cliffs Map reading London landmarks	Volcanoes and Earthquakes Learn about the UK and Italy compare specific regions	Location knowledge European countries link to WW2 Location knowledge Latitudes, Equator, Tropic of Cancer and Capricorn Arctic and Antarctic circles North and South hemisphere Longitudes- prime and Greenwich meridian, time zones Day and Night Biomes

	Key Stage One	Lower Key Stage Two	Upper Key Stage Two
Contextual Knowledge of locations, places and geographical features	Have simple location knowledge about individual places and environments, especially in the local area but also in the UK and the wider world	Have begun to develop a framework of the world locational knowledge, including knowledge of the local area, UK and the wider world and some significant physical and human features.	Have a more detailed and extensive framework of knowledge of the world, including globally significant physical and human features and places in the news.
Understanding of the conditions, processes and interactions that explain features, distribution patterns and changes over time and space	Show understanding by describing places and features they study using simple geographical vocabulary, identifying some similarities and d differences and simple patterns in the environment.	Demonstrate their knowledge and understanding of the wider world by investigating places beyond their immediate surroundings, including human and physical features and patterns, how places change and some links between people and environments. They become more adept at comparing places and understand some reasons for similarities and differences.	Understand in some detail what a number of places are like, how and why they are similar and different, and how and why they are changing. They know about spatial patterns in physical and human geography, the conditions which influence these patterns and the process which lead to change. They show some understanding of the links between places, people and environments.
Competence in geographical enquiry and the application of skills in observing, collecting , analysing, evaluating and communicating geographical enquiry	Be able to investigate places and environments by asking and answering questions making observations and using sources such as simple maps, atlas, globes, images and aerial photos.	Be able to investigate places and environments by asking and responding to geographical questions, making observations and using sources such as maps atlases globes images and aerial photos. They can express their opinions and recognise that others may think differently.	Be able to carry out investigations using a range of geographical questions, skills and sources of information including a variety of maps, graphs and images. They can express and explain their opinions and recognise why others may have different points of view.

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