Geography
Geography Vision
At Haberdashers' Crayford Primary, we intend for children to develop a greater understanding and knowledge of the world around them as well as their place in the world. Geography is a key subject to help pupils understand their impact on the natural world and their links with other people in the wider world. This lends itself well to our global curriculum that includes a variety of global perspectives and allows our pupils the chance to be empathetic, 21st Century learners. Linked into our Geography curriculum are the UN’s 17 sustainable development goals.
Our pupils are particularly passionate about climate action and work hard both inside and outside of school to ensure our community is a clean, safe place to live. The ‘little pickers’ group clean the community twice a week and share the importance of litter picking with others. We are proud to say that the group are supported by the local council and have won awards such as Morrisons’ ‘Little Sunshine’ award for their hard work in the community.
Our vision for geography is implemented through carefully sequenced lessons which are planned according to the national curriculum and our subject knowledge overview. Key knowledge is built upon each year to develop the whole child and allow them to become well-rounded individuals. Lessons throughout the school are complemented by quality resources such as Lyfta. Lyfta allows children to gain a deeper understanding of global perspectives and virtually visit every country by the end of their schooling.
Our Geography curriculum is carefully planned into long-term plans and where possible, taught in a cross-curricular fashion. Where this is not possible, key skills and knowledge are explicitly taught to ensure the curriculum is not narrowed and our pupils are still exposed to the key information they need to progress within the subject. Children have the opportunity to explore inside and outside the classroom through a range of creative, practical, and engaging tasks.
Geography Overview
Geography Overview 2022-2023
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Autumn |
Spring |
Summer |
N 3-4 |
Marvellous Me / Look at Me The house and street I live on It’s getting cold / Bears Weather and habitats around the world Polar express / Special days Polar habitats |
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All creatures great and small 1/2 Animals that live in grassland and tropical rainforest habitats, and locating these on a globe
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Reception |
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Spring in our step Weather and wildlife in winter and spring
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Where we live Picture maps and plan views, simple human and physical features [Sum 1]
Science detectives Comparing our community with settlements in Kenya [Sum 2]
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Year 1 |
Here I am [Aut 1] Locating our school in our local area, and identifying local physical and human features on a map and during fieldwork
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Where we are Locating our local area in the UK; identifying the four countries of the UK; some key human and physical features
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There you are Understanding where we live on the global scale; locating continents and comparing the human and physical features of an area in the UK with an area in Kenya
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Year 2 |
Mini Mappers Studying the human and physical geography of the local area with an introduction to scale and fieldwork
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Hot and cold deserts [Spr 1] Locating hot and cold deserts, and identifying common physical and human features |
Rivers, seas and oceans Locating the seas around the UK and oceans of the world. Identifying physical and human features around rivers and coastal areas
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Year 3 |
United Kingdom [Aut 1] Locating the UK, Great Britain and the British Isles, and regions and counties; identifying human and physical features across the UK and in one region
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Investigating mountains and volcanoes Understanding the structure of the Earth; how fold mountains and volcanoes are formed; and the impacts they can have on human settlement using case studies of Etna and La Soufriere
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Looking at Europe [Sum 1] Comparing the human and physical features of the Alps, the Amalfi Coast, and a local area, and exploring the impact of tourism in these areas
Brazil [Sum 2] Locating lines of longitude and latitude; understanding Brazil’s physical features and climate, and its human settlements
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Year 4 |
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Tropical rainforests Understanding the key features of a rainforest ecosystem, the contributions they make to the world and threats they face (using Amazon Rainforest)
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Earthquakes and human settlements Understanding why earthquakes take place and what effects they had in Haiti and Japan
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Year 5 |
Investigating world trade Understanding the distribution of the world’s natural resources and these are traded between places across the world
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Investigating water Understanding the water cycle and the distribution of the world’s water; considering land use along rivers Danube, Mississippi, and Severn
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Climate across the world [Sum 1] Understanding time zones, climate zones, biomes, and vegetation belts, and the effects of global warming
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Year 6 |
Improving the environment [Aut 2] Recognising the importance of renewable energy and reducing waste, and the actions that humans can take to improve the environment
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On the move [Spr 1] Understanding push and pull factors in migration from the Northern Triangle to the USA, and Syria to countries in Europe; understanding the benefits of migration to the UK
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I am a geographer Posing questions, completing fieldwork and presenting a geographical investigation
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Geography Progression Map
Nursery 3-4
Autumn
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Building on prior understanding |
Pupils should be exposed to |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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VCs |
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Summer
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Building on prior understanding |
Pupils should be exposed to |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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VCs |
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Reception
Spring
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Building on prior understanding |
Pupils should be exposed to |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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VCs |
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Summer
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Prior understanding |
Pupils should be exposed to |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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Using map types:
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VCs |
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Year 1
Autumn
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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Using map types:
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Using map types:
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VCs |
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Spring
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps types:
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VCs |
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Summer
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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Using map types:
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Using map types:
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VCs |
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Year 2
Autumn
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps:
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Using map types:
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VCs |
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Spring
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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Using map types:
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VCs |
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Summer
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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Using map types:
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Using map types:
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VCs |
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Year 3
Autumn
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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Using map types:
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Using map types:
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VCs |
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Spring
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps:
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VCs |
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Summer 1
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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Using map types:
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Using map types:
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VCs |
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Summer 2
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using map types:
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Using map types:
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Using map types:
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VCs |
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Year 4
Spring
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps:
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VCs |
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Summer
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps:
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VCs |
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Year 5
Autumn
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps:
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VCs |
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Spring
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps:
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VCs |
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Summer
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Disciplinary |
Using maps:
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Using maps:
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VCs |
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Year 6
Autumn
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps:
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VCs |
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Spring
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Substantive |
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Disciplinary |
Using maps:
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VCs |
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Summer
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Required prior knowledge |
Knowledge to be explicitly taught |
How knowledge will be built upon |
Disciplinary |
Science:
Using maps:
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KS3:
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