St Therese of Lisieux

St Norbert's
Catholic Primary School

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Phased Recovery Statement of Intent


As part of a phased recovery to geography, new key knowledge and skills will be introduced and taught parallel. There will also be a prolonged period of revision. As new topics are approached, prior knowledge and skills will be reviewed and revisited. Children will be in a positive and supportive environment in which their motivation for learning will be promoted. Through cross curricular wellbeing activities such as outdoor learning, the children will be given the opportunity to further develop their skills, understanding and knowledge of the wider world around them. They will be given many opportunities to interact with their peers sharing their experiences, understanding, geographical knowledge and vocabulary from prior and any geographical lockdown learning.  New ideas and concepts will be presented and communicated to the children in a clear, concise and engaging manner, to motivate children and engage them in their learning.  Questioning during lessons will be used to promote positive dialogue within the classroom and ensure a deeper understanding of new topics and prior topics have been embedded.


The purpose of Geography is to inspire pupils with curiosity and fascination about the world and its people that will remain with them for the rest of their lives. To equip pupils with knowledge of diverse places, people, resources, natural and human environments, together with an understanding of the Earth’s key physical and human processes.

National Curriculum Programme of Study

By the end of Year 1

  • Pupils can name, locate and identify characteristics of the four countries and capital cities of the UK. Pupils can identify seasonal and daily weather patterns in the UK and use basic language to refer to these. They can locate hot and cold areas in the world in relation to the equator and North and South Poles.
  • Pupils can use world maps, atlases, globes and online maps to identify the UK and its countries, continents and oceans.
  • Pupils are able to devise a simple map, pupils are able to use and construct basic symbols in a key.
  • Pupils can use simple fieldwork and observation skills to study the school grounds and surrounding areas. Identifying key human and physical features.
  • Pupils can use simple compass directions of North, South, East and West and locational directional language for example near and far; left and right to describe the location of features and routes on a map. 

By the end of Year 2

  • Pupils can name and locate the world’s seven continents and five oceans.
  • Pupils understand similarities and difference through the study of a small area in the United Kingdom and a contrasting area in a non-European country. 
  • Pupils can use basic geographical vocabulary to refer to key physical features including: beach, cliff, coast, forest, hill mountain, sea, ocean, river, soil, valley and vegetation.
  • Pupils can use basic geographical vocabulary to refer to key human features including: city, town, village, factory, farm, house, office, port, harbour and shop.  
  • Pupils can use aerial photographs and plan perspectives to recognise landmarks and basic human and physical geographical features.

By the end of Year 3

  • Pupils can locate the world’s countries using maps to focus on Europe including Russia, North and South America. Pupils can identify key environmental regions, key physical and human characteristics, countries and major cities.
  • Pupils understand geographical similarities and differences through their study of human and geographical of a region of the United Kingdom, a region of a European Country and a region within North or South America.
  • Pupils understand and can explain the Water Cycle.
  • Pupils can use maps, atlases, globes and digital computing maps to locate countries and describe features studied.

By the end of Year 4

  • Pupils can name and locate the counties, cities and geographical regions of the United Kingdom.
  • Pupils can identify human and physical characteristics, key topographical features including hills, mountains, coasts and rivers.
  • Pupils can identify land-use patterns and understand how these have changed over time.   
  • Pupils understand types of settlements and land use.
  • Pupils can identify economic activity including trade links and the distribution of natural resources including energy, food, minerals and water.
  • Pupils can use fieldwork skills to observe, measure, record and present the human and physical features in their local area.
  • Pupils can use a range of methods, including sketch maps, plans, graphs and digital technologies.

By the end of Year 5

  • Pupils can identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropic of cancer and Capricorn, Artic and Antarctic Circle, the Prime/ Greenwich Meridian and time zones. 
  • Pupils understand climate zones, biomes, vegetation belts, mountains and earthquakes.  
  • Pupils can identify the eight compass points.
  • Pupils can identify four and six figure grid references, symbols and keys on maps including ordnance survey maps.
  • Pupils continue to deepen their knowledge and understanding of the United Kingdom and the wider world.

By the end of Year 6 

  • Pupils should be secure all above locational knowledge.
  • Pupils should be able to identify physical geographical features including rivers, mountains and volcanoes.
  • Pupil can use maps, atlases, globes and digital/ computer mapping to locate countries and describe features studied.