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St Mary's Catholic Primary School

Geography Curriculum

Lead by Miss Brown


St Mary’s Geography Coverage

Geography learning rationale and skill development

Throughout pupil’s time at St Mary’s children will develop their geographical understanding, research and enquiry skills. We aim to see development and skills progression in the following key areas:

·         Using geographical vocabulary

·         Acquiring and applying factual knowledge

·         Use of map skills

·         Use of fieldwork skills

·         An awareness of geographical environment

Year Group


NC Learning Objectives

Aims & Skills



Local physical geography/ fieldwork.





I can observe the human and physical features of a place making simple comparisons.

(H + p features of a park community area.)


Map Skills:

I can name and locate the four countries which make up the UK.

I can make a simple map using a key with basic symbols.


Fieldwork skills:

I can observe a location – discussing likes and dislikes.

I can use a questionnaire. E.g what do you like about the playground?

I can create sketches – drawing simple features they observe and adding labels



I can express their views on attractive and unattractive features of the environment of a locality.



Protecting our Planet

Planet Protectors!

Does what we do matter?






I can select and use information to respond to questions about places. Big question – what is happening to our planet?


Map Skills:

I can name and locate the world’s continents and oceans.

I can use simple compass directions and locational language.

I can use aerial photographs and plans to recognise places and landmarks.


Fieldwork skills:

I can conduct a survey e.g litter survey



I can express their views on attractive and unattractive features of the environment of a locality.



The 7 Continents

Where in the world are we?






I can ask questions about places and the environment making comparisons.


Map Skills:

I can locate some countries in the world including capital cities.

I can identify the countries of the UK, identify different cities and geographical regions.


Fieldwork skills:

I can measure and record data eg rainfall   eg types of flora and fauna in an area



I can identify how people can improve and damage the environment.



World Rivers

What role do rivers play in cities and civilisations?






I can ask and respond to questions about places and the environment making comparisons.


Map Skills:

I can identify on a globe the position and significance of the equator, northern and southern hemispheres, tropics of Cancer and Capricorn and the Arctic and Antarctic circles.

I can identify features of a place using aerial photographs.

I can make and use more detailed maps that use symbols and a key.


Fieldwork skills:

I can record information through observation, more detailed sketches, questionnaires and surveys to collect information and investigate a place.



I can explain how people can both improve and damage the environment. (Water and Rivers)



Impact upon the land






I can recognise and describe human and physical processes.

Identify different views within a topic.


Map Skills:

I can use maps and atlases to locate countries and identify physical/human features

Compare aerial photographs to large scale maps


Fieldwork skills:

I can identify questions and select appropriate ways to gather information and date through detailed observations, surveys and questionnaires.

Record information using a range of methods and interpret results.



I can describe how a range of physical and human processes change the environment.




Natural and linked to human struggles







I can use geographical knowledge and understanding to carry out investigations.

I can identify and explain different views coming to a conclusion.


Map Skills:

I can use a compass, and maps with four figure grid reference.

I can use OS maps to interpret a place looking at contour lines and symbols.


Fieldwork skills:

Identify questions and select appropriate ways to gather information and date through detailed sketches, observations, surveys and questionnaires and measuring data.



I can offer explanations for the ways in which human activities affect the environment and recognise that people attempt to manage and improve environments.


Geography Coverage in other topics


The Victorians (Y1) key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

The Dark Ages (Y2) name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas


Mayans (Y6) to extend their knowledge beyond the local area

Vikings! (Y4) 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

Ancient Egypt (Y3) 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 (Nile in Egypt)

Threads across school

What we see in lessons:

Maximise best use of technology to enthuse pupils

Extended writing opportunties

Opportunities for fieldwork

Connecting Geography to what happening today/children’s lives


What we see in classrooms:

An immersive and exciting display

A globe or map

Geographical vocabulary displayed

Children’s Geographical work being celebrated


What we see in books:

Cover pages with I can statements

Learning objectives

Geographical language

Awareness of different human and physical geography

Learning in books focusing on the Geographical objective


Outside school:

Homework projects or websites to explore

School trips to immersive and stimulating venues