Dormice Ourselves
What places are special to me?
Hedgehog Ourselves
Long Term Plan - Geography
Families Who lives with me?
Where do I live? Families, What country do I live in?
Once upon a time
What makes places different?
Once upon a time Are Barlaston and the Bahamas the same?
Squirrel AfricaContinents
Badger Oceans and Seas
The United Kingdom and Northern Ireland
Roar, cluck
squeak
What will I pack in my suitcase?
Roar, cluck
squeak
Can I name the different types of environments?
London and Major Landmarks
What a wonderful world
Why do we use a map?
What a wonderful world
What are the different types of maps?
We’re off on a journey
Can I find a place in school?
We’re off on a journey
Can I use a map to find the canal?
Rivers and Canals of the Potteries
Deer Europe
Distribution of natural resources
Weather and climate – hot and cold areas of the world
South America
Rainforests
Owl Volcanoes and earthquakes
Settlements and land use
Standon
Bowers and local area study
Year Group Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Barlaston First School Progression Map - Knowledge
Subject: Geography
In geography in Early Years Foundation Stage children will begin to explore the world around them. They will start to develop their knowledge surrounding the local area and expand this further afield. Children will begin to think about the features of these areas and discuss similarities and differences.
Area EYFS
Nursery Reception
Knowledge Aut 1 – What places are special to me?
Aut 2 – Who lives with me?
Spr 1 – What makes places different?
Emma Jane’s Aeroplane Katie Haworth
Spr 2 – What will I pack in my suitcase?
Sum 1 - Why do we use a map?
Sum 2 – Can I find a place in school?
Skills Name familiar places.
Discuss what is the same and different about known locations.
Discuss and observe how simple maps can be used and their key purpose.
Follow simple directions within a known location.
Aut 1 – Where do I live?
Me on a map (Joan Sweeney)
Aut 2 – What country do I live in?
Spr 1 – Are Barlaston and the Bahamas the same?
Spr 2 – Can I name the different types of environments?
Sum 1 – What are the different types of maps?
Martha Maps it out (Leigh Hodkinson)
Sum 2 – Can I use a map to find the canal?
Name and locate different parts of the local community.
Comment and ask questions about aspects of their familiar world such as the place where they live or the natural world. Show care and concern for living things and the environment.
Find out about the environment by talking to people, examining photographs, simple maps and visiting local places.
Follow simple directions within the local area.
Barlaston First School Progression Map - Knowledge
Subject: Geography
Intent – In geography in Key Stage 1 and 2 children are encouraged to expand their understanding of the local area and the wider world. Children will develop their knowledge of the world and comparing locations through similar and different features. Children will begin to develop their use of maps and direction in the local area and begin to think more critically about the world around them.
Area Key Stage 1
Year 1
Knowledge Aut 2 - Let’s Explore the World: Africa
Naming and locating the seven continents of the world and the five oceans.
The variation of animals which live in each continent.
Aut 1 – Oceans and Seas
Year 2
To be able to name the five oceans. To be able to name the seas surrounding the UK.
To be able to locate the five oceans and seas surrounding the UK on a map.
Understanding geographical similarities and differences through studying the human and physical geography of an area in a nonEuropean country.
Know the difference between oceans and seas and to identify some of the features of each.
Spr 2 – London and
Major Landmarks
Naming and locating countries and capital cities of UK. Comparing the city and countryside.
Knowing the difference between a town, village and city.
Physical features of London as a city e.g. Tower Bridge, London Eye
Name simple compass directions.
Spr 1 - The United Kingdom and Northern Ireland
Naming, locating and identifying characteristics of the 4 countries and capital cities of the United Kingdom and its surrounding seas.
Understanding geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom.
Sum 1 – Weather
Naming different types of weather and their impact.
Aerial views
Identify the seasons and the key differences between them
Sum 2 - Rivers and Canals of the Potteries
Name the main river within the Potteries
Equator and poles and how these affect the weather – language of hemispheres
Know the difference between a river and a canal
Begin to identify the main use of canals and the paths that they follow
Vocabulary Continent, comparison, Europe, Africa
Country, city, town, village, London, Capital, direction
River, canal, paths
Oceans, Seas, features, land, coverage
Characteristics, UK, Britain, England, Scotland, Wales, Northern Ireland, physical geography
Weather, seasons, equator, poles, hemispheres
Barlaston First School Progression Map
Subject: Geography
Key Stage 2
Year 3 Year 4
Knowledge Aut 2 - An overview of Europe
Locate and name continents, countries using maps and atlases. Label Countries and Capital Cities.
Make comparisons between major cities, their features, population and size.
Spr. 2 – Distribution of natural resources
Understanding the features and characteristics of land use in agricultural regions across the world, including a detailed exploration of significant environmental areas.
Sum 2 - Amazing Amazon
Name and explain features of sections of the Amazon rainforest –canopy, emergent layer, understory, forest floor.
I can name and identify the flora and fauna within the Amazon rainforest and its attributes.
Aut 1 – Volcanoes and Earthquakes
Locate Ring of Fire within the continent and the globe Why earthquakes and earthquake happen
History of earthquakes Impact of earthquakes on the human geography.
Spr 1 – Settlements and Land Use
Knows that the Romans invaded Britain in AD 43 and built a settlement called Londinium on the banks of the River Thames.
Knows and can describe how the UK population has changed over time.
Knows how to find specific information from an atlas (page numbers and compass rose and index).
Knows the eight compass points and how the eight-point compass can be used to help locate places and give directions.
Sum 1 - Standon Bowers and Local Study
Knows the eight points of a compass, four-figure grid references, symbols and key (including the use of Ordnance Survey maps
Knows human and physical features of the local area. Plot and follow a map of the surrounding area
Vocabulary Continents, landmarks, cities, Capital City, population, atlases.
Agriculture, characteristics, regions, environment
Rainforest, flora, fauna, canopy, emergent layer, understory, forest floor, habitat
Ring of fire, earthquakes, plates, shift, natural disaster
Settlements, land use, Thames, atlas, compass, directions
Grid references, key, human and physical characteristics, plot
Barlaston First School Progression Map - Skills
Subject: History Skills
Area Key Stage 1
Year 1 Year 2
Enquiry
Ask and answer simple geographical questions. Describe some similarities and differences when studying places and features e.g. hot and cold places of the world.
Ask and answer simple geographical questions when investigating different places and environments. Describe similarities, differences and patterns e.g. comparing their lives with those of children in other places and environments.
Mapping
Locational and Place
Knowledge
Use a simple picture map to move around the school; Recognise that it is about a place.
Use own symbols on imaginary map.
Follow a route on a map. Use a plan view. Use an infant atlas to locate places.
Begin to understand the need for a key. Use class agreed symbols to make a simple key.
Observe and describe daily weather patterns. Use simple fieldwork and observational skills when studying the geography of their school and its grounds.
Name and locate some places in their locality, the UK and wider world.
Identify seasonal and daily weather patterns. Develop simple fieldwork and observational skills when studying the geography of their school and local environment.
Name and locate significant places in their locality, the UK and wider world.
Critical thinking
Use maps and other images to talk about everyday life e.g. where they live, journeys to school etc. Draw, speak or write about simple geographical concepts such as what they can see where.
Express views about the environment and can recognise how people sometimes affect the environment. Create their own simple maps and symbols.
Barlaston First School Progression Map
Subject: Geography Skills
Area Key Stage 2
Year 3 Year 4
Enquiry
Ask and answer more searching geographical questions when investigating different places and environments. Identify similarities, differences and patterns when comparing places and features
Mapping Locate places on larger scale maps e.g. map of Europe. Follow a route on a map with some accuracy. (e.g. whilst orienteering).
Know why a key is needed. Use standard symbols.
Ask and respond to more searching geographical questions including ‘how?’ and ‘why?’ Identify and describe similarities, differences and patterns when investigating different places, environments and people.
Locate places on large scale maps, (e.g. Find UK or India on globe) Follow a route on a large scale map.
Know why a key is needed. Begin to recognise symbols on an OS map.
Locational and Place Knowledge including Fieldwork
Observe, record, and name geographical features in their local environments.
Observe, record, and explain physical and human features of the environment.
Critical thinking
Name and locate a wider range of places in their locality, the UK and wider world.
Name and locate a wider range of places in their locality, the UK and wider world including some globally significant features.
Express their opinions on environmental issues and recognise how people can affect the environment both positively and negatively. Communicate geographical information through a range of methods including the use of IT.
Express their opinions on environmental issues and recognise that other people may think differently. Communicate geographical information through a range of methods including digital maps, plans, graphs and presentations.
