At St. Joseph’s Catholic Primary School, we aim to provide all our pupils with a high quality geography education that inspires their curiosity and fascination about the world and its people that will remain with them for the rest of their lives. We will equip our pupils with the knowledge of the local area then extending to diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. They will acquire the geographical skills needed to make secure and lasting connections, become independent thinkers and also build on what they have previously learnt as they progress through their school lives. We want our pupils to develop a critical awareness of the environmental issues which face us in a modern world. We believe that enabling them to develop these skills will help them to become more confident and conscientious members of society both today and in the future.


We use the national curriculum statutory requirements in geography to create our long term plans. These plans outline the geographical themes each year group will cover over the course of the academic year. Our long term plans also include some of the non-statutory geography topics and objectives, which we have carfeully selected to help build, deepen and compliment the statutory units that make up our curriculum. This is to make our pupils’ learning not only more meaningful but also to become part of their long term geographical memory.

We also create and use short term plans for the delivery of our geography curriculum. We use these plans to break down the statutory and non-statutory objectives into a sequence of well thought-out lessons which build on our pupils’ previous learning. Our short term plans contain detailed, age appropriate, content to be taught that will enable our pupils to meet the key objectives. These plans also set out the particular knowledge and skills foci for each session. We use a separate progression in geography skills document to identify which particular skills are to be taught within each unit and across the key stages.

When delivering our geography curriculum we make links, when appropriate, to work in other subjects such as history, English, R.E. and science. In a typical geography lesson our pupils are provided with time to:

  • review and consolidate previous knowledge
  • discuss objectives, key vocabulary and success criteria
  • identify and develop (build on) their geographical knowledge and key skills
  • take part in independent and collaborative tasks
  • self-evaluate and review their learning and that of others

Throughout the year we also provide opportunities for our pupils to increase their cultural capital by arranging educational visits to places within and beyond the locality which are used to develop children’s understanding of the world in which they live and bring geography to life. In Years 5 and 6 our pupils have the chance to go on a residential field trip which enables the pupils to use, apply and build on previously acquired knowledge and skills in this subject.


The impact of our geography curriculum on our pupils means that the majority of children:

  • achieve age related expectations in Geography at the end of the academic year
  • retain and retrieve the knowledge and skills that are pertinent to geography with a real life context
  • understand how geography ‘happens’ in their local area
  • build on and maintain a good understanding about the world around them and how it has been shaped
  • begin to understand the wider world and their role within it and how this impacts on climate change and other environmental issues
  • be inspired by what they have learnt and continue to develop their love of Geography
  • work collaboratively and independently to solve problems and explain the processes that they have taken and observed within a real life context.

We also conduct formal assessments on key aspects of the topic at the end of each unit and use this information to help form part of our monitoring of the progress made within geography by each pupil. Although these assessments are carried out on a termly basis, teachers evaluate pupils’ knowledge and understanding within lessons and on a week by week basis and adjust short term plans and activities accordingly to meet the needs of our pupils. Having this approach not only enables our pupils to learn, know and remember more but also helps to prepare them for the curriculum at Key Stage 3 and for life as an adult in the wider world.

Skills Progression

Year 1

Area Breadth of Study Skills
Locational and Place knowledge
  • Name and locate the 4 countries and capital cities of the UK.
  • Understand that a world map shows all the countries in the world. Identify the UK and the countries where members of the class come from.
  • Understand the geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non-European country – South Africa perhaps?
  • Use maps and a globe to identify the continents and oceans and understand that both a map and a globe show the same thing.
  • Locate the continents on a paper map.
  • Use simple compass directions (North, South, East and West) to describe the location of features on a map.
  • Locate London/the River Thames on a map of the UK.
  • Study pictures/videos of a locality and ask geographical questions e.g. What is it like to live in this place? How is this place different to where I live?
  • Express own views about a place, people and environment.
  • Draw and label pictures to show how places are different.
Human and Physical Geography
  • Identify the key human and physical features of the two localities studied.
  • Identify seasonal and daily weather patterns in the UK.
  • Use basic geographical vocab to refer to key physical features including: beach, coast, forest, mountain, sea, river, season and weather.
  • Use basic geographical vocab to refer to key human features, including: country, city, street, road, house, shop and school.
  • Be able to verbalise and write about similarities and differences between the features of the two localities.
  • Ask questions about the weather and seasons.
  • Observe and record e.g. draw pictures of the weather at different times of the year or keep a record of how many times it rains in a week in the winter and a week in the summer.
  • Express opinions about the seasons and relate the changes to changes in clothing and activities e.g. winter = coat, summer = t-shirts.
  • 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 e.g. note taking, videoing, data collection, sketches, observations.
  • Observe and record information about the local area e.g. how many shops there are near the school, how many bus stops are there close to the school.
  • Children to take photos of interesting things in the local area and explain what the photos show.
  • On a walk in the local area, children to pick things up e.g. a stick, stone, leaf etc and use them to create memory maps to show the journey.
  • Study aerial photographs of the school and label it with key features e.g. school, church, park, shops.
  • Look at a simple map of the local area and identify the things they know and have seen.
  • Make a simple map, e.g. school, playground.
  • Create an aerial map of the school/local area as a class by using different sized blocks.

Year 2

Area Breadth of Study Skills
Locational and Place knowledge
  • Name, locate and identify the characteristics of the 4 countries and capital cities of the UK.
  • Name and locate the world’s 7 continents and 5 oceans, understanding the terms ‘continent’ and ‘sea’.
  • Understand the geographical similarities and differences through studying the human and physical geography of a small area of the UK and of a small area in a contrasting non European country (a different location to the one studied in Year 1, possibly Australia or The Arctic).
  • Use maps and globes to locate the UK.
  • Be able to identify the 4 countries and label the capital cities. As well as us maps to find the 7 continents and 5 oceans, understanding the terms ‘continent’ and ‘sea’.
  • Explain the purpose of a capital city and form opinions on how this affects population size.
  • Study pictures/videos of two differing localities, one in the UK and one in a contrasting on European country, and ask geographical questions e.g. What is it like to live in this place? How is this place different to where I live? How is the weather different? How are lifestyles different?
  • Study pictures of the localities in the past and in the present and ask ‘How has it changed?’
  • Draw pictures to show how places are different and write comparatively to show the difference.
  • Express own views about a place, people and environment. Give detailed reasons to support own likes, dislikes and preferences.
Human and Physical Geography
  • Identify the location of hot and cold areas in the world in relation to the Equator and the North and South Poles.
  • Identify the key human and physical features of the two localities studied.
  • Use both maps and globes, begin to identify/use language to describe the coldest places in the world – The North and South Pole.
  • Make predictions about where the hottest places in the world are.
  • Children to identify and locate some of the hot places of the world.
  • Use basic geographical vocab to refer to key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather.
  • Use basic geographical vocab to refer to key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.





  • Fieldwork to develop knowledge and understanding of the school and local area.
  • 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 – fieldwork in the local area/close proximity to the school e.g. the road, park, river, shops.
  • Study maps and aerial photographs and 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.
  • Draw own maps of the local area; use and construct basic symbols in a key.
  • Observe and record the features around the school e.g. the different types of plants, buildings, the different amounts of traffic seen around the King’s Road compared to the school road.
  • Children to make suggestions for the cause of the differences.
  • Communicate findings in different ways e.g. reports, graphs, sketches, diagrams, pictures.
  • Children make sketches/notes of their trip to school/trip to the King’s Road and then create a map to direct others which uses a key and includes the main physical and human features.

Year 3

Area Breadth of Study Skills
Locational and Place knowledge
  • Begin to use maps, atlases, globes and digital/computer mapping (Google Earth) to locate the countries of Europe, including Russia.
  • 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.
  • Look at the environmental regions of Europe (different areas defined by their environmental conditions, such as climate, landforms, soil etc).
  • Identify the key physical and human characteristics, countries and major cities e.g. rivers, mountains, capitals, landmarks.
  • While studying the Amazon rainforest use maps, atlases, globes and digital/computer mapping (Google Earth) to locate the countries, mountain ranges, capitals, rivers and seas and oceans close to/in South America.
  • Compare a region of London with another in another place in the UK. Identify similarities and differences between these two regions, e.g. Lyme Regis.
  • Build on prior knowledge of UK regions by using maps to locate countries of Europe.
  • Study maps to make assumptions about the different areas of Europe e.g. using map keys to identify mountainous areas, urban areas.
  • Identify hilliest areas and flattest areas as well as decide which rivers they think are the largest.
  • Study some pictures of different parts of England and Europe (e.g. top of a mountain, on the banks of a river, on a farm. Make reasoned judgements about where the pictures are taken and defend e.g. a mountain top may be in France because there is a large mountain range there.
  • Match key landmarks and attractions to the country and make suggestions as to how landmarks and natural environments affect a country (tourism, economy etc) Tobago in the West Indies generates a lot of revenue through tourism. Relate to UK landmarks/attractions.
  • Use the language of ‘north’, ‘south’, ‘east’, ‘west’ to relate countries to each other.
  • Using maps, locate places in Europe. Consider the countries and climates that surround these locations and discuss the relationships between these and the countries.
  • Critically study photographs – describe and predict where these were taken close to the UK or further away.
  • Look at maps, pictures and other sources to identify similarities and differences between a UK region and region in Europe. Compare physical and human features, draw conclusions, pose questions and use prior knowledge of map reading.
  • Identify main trade and economy and compare to region of the UK.
  • Look at settlements, particularly in relation to the volcanoes – what conclusions can be drawn?
  • Analyse evidence and draw conclusions e.g. make comparisons between locations using photos/pictures, temperatures in different locations and population numbers.
Human and Physical Geography
  • Study of location of artefacts and fossils. Conduct a short study of where and how fossils are found.
  • Study how human geography has changed over time (Links with History topic during previous half-term on Bronze Age settlements. These can all be covered in one or two lessons of each history topic).
  • Locate places in the world where fossils can be found.
  • Understand and be able to communicate in different ways how fossils are formed and what processes occur over time.
  • Draw diagrams, produce writing and use the correct vocabulary for each stage of the process of fossilization.
  • Ask and answer questions about how and where fossils are found/formed.
  • Discuss how geographical formations affect human life e.g. settlements and spatial variation.
  • Ask, research and explain the following questions: Why did the Bronze age civilization, the Bronze age settlers choose to settle where they did? What were their settlements like? How did they use the land and how has land use changed today? What was Bronze age UK/London like? How did they trade? How is that different today?
  • Relate land use and trade to settlements.
  • Understand the 8 compass points and use them to explain/identify points on a map.
  • Fieldwork project


  • Use locational language to describe the location of points on a map of the school/local area. e.g. Tell the children some visitors are coming to visit the area in which you live, which includes a tour around the school building and grounds.
  • Plan a tour of the school, which includes a map/ plan of the school and the main geographical features you would see identified, with a key.
  • Take digital photographs of the main features of the school and plot them on to a map to show the route round the school, using coordinates to show where these key features are
  • Undertake environmental surveys of the school grounds – litter, noise, likes/ dislikes, areas for improvement
  • Use the school grounds to undertake weather surveys, including wind direction, where the sun shines (north, south, west), recording a changes and observations using a method of choice e.g. rainfall – is it the same on all sides of the school.
  • Make an aerial plan/map of the school, drawing round different sized blocks (moved on from Year 1 collective aerial planning using blocks).

Year  4

Area Breadth of Study Skills
Locational and Place knowledge
  • Understand the difference between the Northern and Southern hemisphere.
  • Understand the term ‘climate zones’ and identify some differing ones.
  • Know the position and significance of the Equator, the Tropic of Cancer and the Tropic of Capricorn. Touch upon global warming/environment change and its implications.
  • While studying the India use maps, atlases, globes and digital/computer mapping (Google Earth) to locate the countries, mountain ranges, cities, rivers and seas and oceans close to/in India.
  • Identify the different hemispheres on a map.
  • Use the compass points N, NE, E, SE, S, SW, W, NW to direct and locate using a compass.
  • Locate and label different countries/continents in the Northern and Southern hemisphere.
  • Raise questions about the different hemispheres and make predictions on how they think life will be different in the two hemispheres, e.g. UK and India.
  • Use and explain the term ‘climate zone’.
  • Identify the different climate zones.
  • Ask questions and find out what affects the climate.
  • Use maps to identify different climate zones.
  • Discuss and compare the climate zones of the UK and relate this knowledge to the weather in the local area.
  • Children to ask questions about global warming and pollution.
  • Discover the cause of global warming and research the implications.
  • Reach reasoned and informed solutions and discuss the consequences for the future.
  • Identify changes to be made in own lives in response to this.
  • Understand the term ‘biome’.
  • Use knowledge of this term to make suggestions for places in the world which may be biomes.
  • Once the children are aware that the main types are tundra, desert, grassland and rain forest, children to use maps to locate areas they think may be biomes e.g. very green areas could be rainforests, flat pale ones could be deserts etc. Defend reasoning using knowledge of maps.
  • Focus on Indian rainforest – identify the climate, the habitats, the plant and animal types and how people live in the rainforest. Study life in the Indian rainforest through primary sources – recounts/photographs, and ask questions, make comparisons to life in the UK and consider how life in the UK may be similar.
  • Discuss how the rainforest may be linked to us e.g. trade.
  • Locate other rainforests using Google earth and maps, identifying patterns in their location.
  • Whilst studying Antarctica, use photographic evidence to raise questions about the climate and living conditions there. Make assumptions based on images/videos/Google Earth searches about life there and the animals which may survive in those conditions.
  • Make comparisons between this biome and others, discussing with classmates the similarities as well as the differences.
  • Select items required to survive in Antarctic conditions.
  • Develop informed opinions about global warming in relation to the Antarctic and develop reasoned arguments about our role on the planet.
  • Linked to Science, study photographs of Antarctic animals and reflect on how the animals are adapted to the conditions.
  • Use maps, globes and Google Earth to identify the continents of Asia and the Sub-continent of India. Looking at a map of climate zones, children to use prior knowledge of the world to identify the climate they think may exist in different parts of India.
  • Identify and mark on a map the different countries in South Asia.
  • Identify the major cities and consider how they differ to other regions in the country.
  • Looking at photographs, children to compare and contrast two differing regions e.g. North and South, industrial and agricultural and glaciers/tropical regions.
  • Using photographs, children to make connections between India and the UK.
  • Locate the mountain ranges, rivers and oceans.
  • Consider how the location of these geographical features has shaped life. Refer to UK e.g. London and the Thames/Lake District.
  • Understand how geographical features are marked on a map. Using this knowledge, children to study world maps to identify other major cities, hilly areas, rivers etc.
  • Ask geographical questions e.g. Are there any links? (big cities near rivers, less populated areas near hilly ones etc).
Human and Physical Geography
  • Whilst studying History, why did the Anglo Saxons and the Vikings choose to settle where they did? What were their settlements like? How did they use the land and how has land use changed today? What was Anglo Saxon Merton like? How did they trade? How is that different today?


  • Look at pictures and labeled diagrams of different historical settlements over time.
  • Produce own pictures and labeled diagrams.
  • Ask and answer questions through own knowledge and self-conducted research: What resources were used? Why were they used? Why were their settlements so different? What tools were available? What was the purpose of the settlements?
  • Study maps of Anglo Saxon and Roman settlements. Draw conclusions about the location of the settlements based on prior knowledge. Compare with current maps and make suggestions about change.
  • Study how land in the local area was used during the historical periods studied. Look at land use in the same area today and consider how and why this has changed.
  • Identify main economies in the immediate area. Compare with trade in the past. Why has this changed?
  • Children begin to experiment with and understand 4 figure grid references on maps.
  • Fieldwork study.
  • Compare the land-use in the area chosen with old maps and photographs of the same area to examine how the land-use has changed over time. Investigate why the land-use has changed.
  • Undertake a survey of buildings and materials.
  • Investigate what jobs people do within and beyond the school, in the local area. Sort them into categories and investigate where and how far people travel to work.
  • Compare shops in the local area with the nearest city centre.
  • Interview/ question people who use the shops about the services/ types of shop provided/ shopping habits.
  • Design questions and studies to conduct in the local area.
  • Identify local features on a map and begin to experiment with four figure grid references, using them to locate and describe local features.
  • Undertake surveys.
  • Conduct investigations.
  • Classify buildings.
  • Use recognised symbols to mark out local areas of interest on own maps.
  • Choose effective recording and presentation methods e.g. tables to collect data.
  • Present data in an appropriate way using keys to make data clear.
  • Draw conclusions from the data.

Year 5

Area Breadth of Study Skills
Locational and Place knowledge
  • Use maps, atlases, globes and digital/computer mapping (Google Earth) to locate parts of North America.
  • Use 4 figure grid references to read maps.
  • Make connections between the Equator and the tropics and parts of North America.
  • Identify the position and significance of the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night).
  • In Science, when looking at night and day, look at the Prime/Greenwich Meridian and time zones.
  • Depth study of the UK: Environmental regions, key physical and human characteristics, major cities and national parks. Look at counties, hills, mountains, coasts. Choose 2 key areas of the UK and look at how land use has changed over time.
  • Confidently use maps, globes and Google Earth.
  • Use atlases/maps to describe and locate places using 4 figure grid references.
  • Locate the Equator on a map, atlas and globe and draw conclusions about the climates of countries on the Equator and on the tropics.
  • Locate largest urban areas on a map and use geographical symbols e.g. countours to identify flattest and hilliest areas of the continent.
  • Ask questions e.g. what is this landscape like? What is life like there?
  • Study photos/pictures/maps to make comparisons between locations.
  • Identify and explain different views of people including themselves.
  • Use maps to locate features of the UK e.g. rivers, mountains, large cities.
  • Explain and defend which are physical and which are human features.
  • Label counties, cities, mountains and rivers.
  • Study photographs and maps of 2 different locations in the UK. Ask Geographical questions e.g. How was the land used in the past? How has it changed? What made it change? How may it continue to change?
Human and Physical Geography
  • Rivers and the water cycle including transpiration.
  • Human geography including trade between UK and other parts of the world.
  • Fair/unfair distribution of resources (Fairtrade).
  • During the Victorian times, how was the land used, what was the main economy in Merton and what were the trade links? How does this compare to today?
  • Use the language of rivers e.g. erosion, deposition, transportation.
  • Explain and present the process of rivers.
  • Compare how river use has changed over time and research the impact on trade in history, e.g. Victorian times.
  • Compare the difference between parts of the UK and parts of North America.
  • Research and discuss how water affects the environment, settlement, environmental change and sustainability.
  • Identify trade links around the world based on a few chosen items.
  • Discover where food comes from.
  • Discuss and debate fair trade.
  • Investigate the facts and join in a reasoned discussion.
  • Generate solutions and promote ethically sound trade.
  • Study maps and pictures of parts of North America and parts of UK/London. Compare and contrast photos and maps. Also of Victorian London and London today.
  • Discuss land use and draw conclusions about the reasons for this based on the human inhabitants and changing needs.
  • Explain and present the differences between Florida and London.
  • Reflect on the impact trade has on an area and generate ideas for cause and effect.
  • When studying both Victorians and rivers, walk down to the River Wandle. Talk about the trade route that this used to be. Children to make field notes/observational notes about the land there to be discussed at school when talking about the features of rivers. Children to take photos to support their notes. Look at the land use their now and compare this to how it would have been during Victorian times.
  • Look for evidence of past river use by visiting the location.
  • Make field notes/observational notes about land features.
  • Visit a river, locate and explain the features.
  • Take photographs to support findings e.g showing different transport used in the area today which would not have been used during Victorian times.
  • Study pictures of the river in Victorian times and compare and contrast.
  • Select a method to present the differences in transport in the area today.
  • Record measurement of river width/depth.

Year 6

Area Breadth of Study Skills
Locational and Place knowledge
  • 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).
  • 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.
  • Look at biomes of Antarctica and another (covered within existing topics).
  • Whilst studying Antarctica look briefly at physical Geography around glaciers.
  • Also make comparisons between Antarctica with the UK.
  • Use 6 figure grid references to identify countries and cities in the world, the main mountain ranges and the longest rivers.
  • Understand how these features may have changed over time.
  • Select the most appropriate map for different purposes e.g atlas to find a country, Google Earth to find a village.
  • Design interesting and relevant studies that may be carried out in Antarctica.
  • Compare life in Antarctica with life in the UK. Chn present their views in a variety of ways (diary, report etc) on what the think life in Antarctica is like. Read real accounts and compare.
  • Explain the climates of given countries in the world and relate this to knowledge of the hemispheres, the Equator and the Tropics.
  • Locate the major cities of the world and draw conclusions as to their similarities and differences.
  • Use maps to identify longitude and latitude.
  • Study maps of the USA to identify environmental regions. Compare and contrast these regions.
  • Locate the key physical and human characteristics. Relate these features to the locality e.g. population sizes near tourist landmarks/rivers, transport links to mountains.
  • Locate all the man made features in the USA e.g. Statue of Liberty, Golden Gate Bridge, Grand Canyon, Yosemite National Park, The White House etc. and relate to UK landmarks. Reflect on the importance and value of the tourism industry in these areas.
Human and Physical Geography
  • Earthquakes/Volcanic eruptions/natural disasters – floods, tsunamis.
  • Study of Volcanoes, their location and how they have changed their environment/landscape over time.
  • Amazonian Rainforest degradation.
  • Distribution of natural resources.
  • Describe and explain the processes that cause natural disasters.
  • Draw conclusions about the impact of natural disasters through the study of photographs, population numbers and other primary sources.
  • Study photographs, aerial photographs and maps of Volcanoes around the world.
  • Compare maps and aerial photographs.
  • Make comparisons and reflect on the reasons for the differences.
  • Study population numbers throughout the course of WWII and reflect on the reasons for changes.
  • Study pictures of land and how it has changed over time. Draw conclusions and develop informed reasons for the changes.
  • Study one key building in the locality during before, during and after WWII (e.g. The Royal Hospital) and reflect on the changes.
  • Look at maps on different scales and calculate scales on own maps.
  • Research and present changes to the Amazon Rainforest. What is their biggest export/trade?
  • Ask and answer the following geographical questions: What are our main export businesses? Which countries do we trade with most? What may be the reasons for this?
  • Why do we need to import from elsewhere/from the Amazon region? What conclusions can be drawn?
  • Fieldwork/environmental study
  • Undertake a general survey of an environmental issue
  • Collate the data collected and record it using data handling software to produce graphs and charts of the results.
  • Ask Geographical questions e.g. How is global warming affecting the polar ice caps? How do rises in sea levels affect the environment?
  • Form and develop opinions e.g. regarding environmental issues.
  • Compare regions/places
  • Make suggestions and reflect on own beliefs. What changes/ improvements would they make to environment/s?
  • With the children’s help, design and carry out a survey of the views of pupils at school or people outside of school to consider the benefits/ drawbacks of taking environmental action. Use local maps to find other routes transportation/ traffic might take to reduce carbon footprints.
  • Report on the effects of environmental change on themselves and others.
  • Carry out a role-play where pupils look at the issue of climate change/environmental pollution from different viewpoints, making presentations to represent different points of view. This could lead to a class debate for the best way to improve the environment/slow climate change.
  • Select methods for collecting, presenting and analysing data.
  • Analyse evidence and draw conclusions.
  • Be aware of own responsibility in the world.


KS1 and KS2 Geography Topics

Year Groups Autumn Spring Summer
Year 6

The Royal Hospital

(local study)

Exploration of Rainforests

(a location in South America)


(using maps and developing fieldwork techniques)

Year 5

Up! Up! And Away!

(a location in North America)

Down by the Riverside

(rivers in the local area and around the world)

Comparing Localities

(comparing two locations in the UK)

Year 4

Passport to the World

(using maps and atlases to locate continents)


(human and physical geography within the UK)


(comparative study of India the sub-continent and a location in Europe)

Year 3

Jurassic Forests

(a place outside the locality)

The Amazon

(human and physical geography)

Along the Nile

(seasonal weather and differences in climate around the world)

Year 2

Magical Mapping

(map reading skills)

Kenya- Sensational Safari

(investigating and comparing a location in Africa with the UK)

The UK – our United Kingdom

(study of the countries and cities that make up the UK)

Year 1

The Earth

(globes, sunlight, night and day)

Wonderful Weather

(seasonal weather and differences in climate around the world)

Beside the Seaside

(human and physical geography)