EYFS

To talk about past and present events in their own lives and in the lives of family members.

To know about similarities and differences between themselves and others, and among families, communities and traditions.

To know about similarities and differences in relation to places, objects, materials and living things.

To talk about the features of their immediate environment and how environments might vary from one another.

KS1

Pupils should be taught to:

Locational knowledge

• Name and locate the world’s seven continents and five oceans

• Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas

Place knowledge

• 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

Human and physical geography

• Identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles

• Use basic geographical vocabulary to refer to:

  - Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather

  - Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop

Geographical skills and fieldwork

Use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage

Use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map

Use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key

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.

KS2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

Pupils should be taught to:

Locational knowledge

• Locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities

• Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time

• 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)

Place knowledge

• 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 within North or South America

Human and physical geography

• Describe and understand key aspects of:

  - Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle

  - 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

Geographical skills and fieldwork

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

• Use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world

• Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

EYFS

By the end of EYFS children will be able to:

• Comment and ask questions about aspects of their natural world e.g. the place where they live or the natural world.

Year 1

By the end of Year 1 children will be able to:

• Name and locate the four countries and capital cities of the UK and its surrounding seas.

• Know that the world extends beyond their locality.

• Locate hot and cold areas, the poles and the equator.

Year 2

By the end of Year 2 children will be able to:

• Name and locate the world’s seven continents and five oceans.

• Begin to use the contents/index to locate a country in an atlas.

• Identify where places are in relation to other places.

• Identify rivers and mountains on maps and globes.

Year 3

By the end of Year 3 children will be able to:

• Name and locate the counties and cities of the UK; describe where these places are.

• Use the contents/index to locate a country in an atlas.

• Use letter and number coordinates to locate features.

Year 4

By the end of Year 4 children will be able to:

• Locate the world’s countries and major cities (with particular focus on North and South America).

• Use the eight points of a compass.

Year 5

By the end of Year 5 children will be able to:

• Identify positions of longitude, latitude, equator, northern hemisphere, southern hemisphere, tropics of cancer and Capricorn, arctic and Antarctic circle, Greenwich meridian and time zones (including day/night time).

Year 6

By the end of Year 6 children will be able to:

• Independently use the skills developed throughout Key Stage 1 and 2.

• Use six-figure grid references, symbols and map keys.

• Locate the major cities within Europe.

EYFS

By the end of EYFS children will be able to:

• Know the similarities and differences in relation to different places.

Year 1

By the end of Year 1 children will be able to:

• Understand geographical similarities and differences though studying the human and physical geography of Hawkhurst school and its locality.

Year 2

By the end of Year 2 children will be able to:

• Understand geographical similarities and differences through studying the human and physical geography of an area of or a whole non-European country.

Year 3

By the end of Year 3 children will be able to:

• Understand geographical similarities and differences through a study of the human and physical geography of the UK.

Year 4

By the end of Year 4 children will be able to:

• Understand geographical similarities and difference studying the human and physical geography of a region: South America.

Year 5

By the end of Year 5 children will be able to:

• Understand geographical similarities and difference studying the human and physical geography of a region of a European country.

Year 6

By the end of Year 6 children will be able to:

• Understand geographical similarities and differences studying the human and physical geography of a particular region: North South America.

EYFS

By the end of EYFS children will be able to:

• Talk about some of the things they have observed e.g. plants, animals, natural and found objects.

• Show care and concern for living things and the environment.

• Understand  growth, decay and changes over time

Year 1

By the end of Year 1 children will be able to:

• Focusing on the school and locality, describe what places in the locality are like.

• Recognise where things are in relation to other things in the locality.

• Think about how the school environment could be improved.

• Identify seasonal and daily weather patterns in the UK.

• With support read a thermometer.

• Use simple labelled sketches and plans.

• Identify and name key human features e.g. city, town, village, factory, farm, house, office, port.

• Identify and name key physical features e.g. beach, season, weather, forest, hill.

Year 2

By the end of Year 2 children will be able to:

• Study an area of a non-European country.

• Compare and recognise differences between a chosen non-European country and a local area.

• Make observations about seasonal weather changes (of a chosen non-European country).

• Follow a route on a map.

• Draw a map of a real route and record using a key.

• Identify and name key human features – city, town, village, factory, farm, house, office, port.

• Identify and name key physical features – cliff, coast, mountain, sea, ocean, river, soil, valley, vegetation.

Year 3

By the end of Year 3 children will be able to:

• Draw maps from a plan view.

• Use a rain  gauge/anemometer.

Year 4

By the end of Year 4 children will be able to:

• Make observations about patterns made by human features.

• Make observations about patterns made by natural features.

• Recognise how a place fits within a wider geographical context.

• Describe how human processes can lead to similarities and differences in the environments of different places, and in the lives of the people who live there.

  Understand the terms 'biomes' and 'vegetation belts'.

Year 5

By the end of Year 5 children will be able to:

• Understand what mountains are and how they’re formed.

• Describe and compare the physical and human features of different localities.

• Know how particular features have evolved and how they might change in the future.

• Explain features of places and why they change, including how they might get damaged or be improved.

• Use keys in atlases to make deductions about landscape.

• Draw a sketch map with a key.

• Study rivers and the water cycle.

Year 6

By the end of Year 6 children will be able to:

• Understand what volcanoes and earthquakes are.

• Recognise and explain patterns in physical and human features in several different localities.

• Know about a number of physical and human processes, their importance and how they can cause change.

• Recognise how people can improve and sustain their environment.

• Explain different views in relation to a geographical issue.

• Analyse evidence and draw conclusions e.g. population data for two localities.

• Use detailed field sketches.

• Recognise physical features e.g. effects if flooding/ drought.

EYFS

By the end of EYFS children will be able to:

• Understand similarities, differences, patterns and change.

Year 1

By the end of Year 1 children will be able to:

• Use world maps, atlases and globes to identify the UK and its countries.

• Use simple locational and directional language to describe the route on a map e.g. left, right, forwards, turn, near, far.

Year 2

By the end of Year 2 children will be able to:

• Use world maps, atlases and globes to identify countries, continents and oceans.

• Use simple compass directions to describe the location of features and routes on a map

Year 3

By the end of Year 3 children will be able to:

Develop:

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

• Use the eight points of a compass, four and six-figure grid references, symbols and keys (including the use of ordinance survey maps to build their knowledge of the UK and the wider world.

• Use fieldwork to observe, measure, record and present the human and physical features on the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

Year 4

By the end of Year 4 children will be able to:

With support:

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

• Use the eight points of a compass, four and six-figure grid references, symbols and keys (including the use of ordinance survey maps to build their knowledge of the UK and the wider world.

• Use fieldwork to observe, measure, record and present the human and physical features on the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

Year 5

By the end of Year 5 children will be able to:

Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

Use the eight points of a compass, four and six-figure grid references, symbols and keys (including the use of ordinance survey maps to build their knowledge of the UK and the wider world.

Use fieldwork to observe, measure, record and present the human and physical features on the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

Year 6

By the end of Year 6 children will be able to:

Independently:

• Use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.

• Use the eight points of a compass, four and six-figure grid references, symbols and keys (including the use of ordinance survey maps to build their knowledge of the UK and the wider world.

• Use fieldwork to observe, measure, record and present the human and physical features on the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.