Anton
Junior School
Educating the Whole Child
Kindness and respect
Innovation and a love of learning
Aspiration
Resilience and independence
Pride
Geography
Anton’s Geography Vision
At Anton Junior School we aim to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.
Geography plays an important part in this as it can inspire children to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment.
We endeavour to broaden children’s real-life experiences, providing a comprehensive curriculum for all our learners. Developing a global understanding, our pupils will pose questions and seek answers as they explore their immediate locality, before journeying into the wider world beyond.
| Autumn | Spring | Summer |
Year 3 | Water World UK The Lake District, water cycle, mountains, glaciers | Postcards from around the world Heavy focus on mapwork and contextual world knowledge | Amazing Amazon Comparison Study South America Rainforests Amazon |
Year 4 | Land of Fire and Ice Europe
| World Kitchen South Africa
| Field Work Local |
Year 5 | Grand Tours Climate zones, biomes
| River Deep, Mountain High UK Mountain/River
| Coast and Beyond |
Year 6 | Sinking City Topical news | Natural Disasters South America | Field work Local
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| Year 3 | Year 4 | Year 5 | Year 6 |
Geographical Enquiry and Questioning | Children analyse evidence and make comparisons between locations using aerial photos/pictures such as populations, temperatures etc.
Children ask and respond to geographical questions, e.g. Describe the landscape. Why is it like this? How is it changing?
Children communicate their findings in ways appropriate to the task or for the audience.
| Children make more detailed fieldwork sketches/diagrams
Children investigate places and environments independently by asking and responding to geographical questions, making observations and using sources such as maps, atlases, globes, images and aerial photos.
Children plan the steps and strategies for an enquiry.
Children can ask increasingly complex questions relating to geographical enquiry. Through their questioning they recognise that different people hold different views about an issue and begin to understand some of the reasons why.
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Children are able to form their own opinions on geographical issues and compare these with opposing arguments.
Children can plan a more detailed geographical enquiry.
| Children carry out investigations using a range of geographical questions, skills and sources of information including a variety of maps, graphs and images. They can express and explain their opinions with evidence, and recognise and explain why others may have different points of view.
In planning their enquiry, children use maps, charts etc. to support decision making about the location of places e.g. new bypass. |
Fieldwork | Rain
| Children can make observations to spot patterns, take measurements and recordings using a simple tally, standard units and technology such as cameras, measuring equipment and apps.
Children can reach a simple conclusion and present their findings in sketch maps, plans, graphs or using digital technologies.
Children use fieldwork instruments e.g. camera, rain gauge | Children 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.
| Children can independently use fieldwork to answer a question and reach a conclusion. They make observations, measurements and recordings of primary and secondary data.
Children present their findings in a range of maps and graphs including use of paper and digital technologies.
Children can explain, evidence and evaluate their work. |
Mapwork and Coordinates | Children use and interpret maps, globes, atlases and digital/computer mapping to locate countries and key features.
Children can give and follow directions and routes on a detailed map.
Children make plans and maps using symbols and keys.
Children begin to use four figure grid references. | Children explore features on OS maps using 4 figure grid references and use OS symbols in a key and interpret symbols on a map.
Children draw accurate maps with more complex keys.
Children confidently use four figure grid references.
Children use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
| Children use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Children can independently create detailed and accurate maps with a key, they can ese OS symbols in a key.
Interpret symbols and numbers on a map
Children measure straight line distances using the appropriate scale.
Children use four and six figure grid references, (including the use of Ordnance Survey maps).
| Children are able to giive and follow directions and routes on a detailed map, e.g. OS.
Children use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied.
Children can create a detailed digital map, which has a key.
Children are confident in their use of four and six figure grid references, symbols and key (including the use of Ordnance Survey maps).
Children understand latitude and longitude.
Use a scale to measure distances. |
Vocabulary | Children understand and use a widening range of geographical terms e.g. specific topic vocabulary – meander, floodplain, location, industry, transport, settlement, water cycle etc.
Children use basic geographical vocabulary such as cliff, ocean, valley, vegetation, soil, mountain, port, harbour, factory, office
Locational vocabulary: Equator, Northern hemisphere, Southern Hemisphere, Longitude and latitude | Children understand and use a widening range of geographical terms e.g. specific topic vocabulary – contour, height, valley, erosion, deposition, transportation, headland, volcanoes, earthquakes etc.
| Children understand and use a widening range of geographical terms e.g. specific topic vocabulary – climate zones, biomes and vegetation belts.
| Children understand and use a widening range of geographical terms e.g. specific topic vocabulary – urban, rural, land, use, sustainability, tributary, trade links etc.
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Compass Points |
| Children begin to read the 8 points of a compass and use one to follow directions. | Children are confident in the use of a compass (8 points) and use one to follow directions. | Children use the eight points of a compass to build his/her knowledge of the United Kingdom and the wider world.
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Human and Physical | Children identify physical and human features of the local area, as well as overseas.
Children can explain about weather conditions/patterns around the UK and parts of the Europe.
Children can describe and understands key aspects of physical geography, including: including glaciation, rivers, mountains, and the water cycle
| Children describe human features of the UK regions, cities and/or counties, they understand the effect of landscape features on the development of a locality.
Children can describe how people have been affected by changes in the environment.
Children can explain about natural resources e.g. water in the locality.
Children explore weather patterns around parts of the world. | Children know about the physical features of coasts and begin to understand erosion and deposition.
Children understand how humans affect the environment over time.
Children can describe in greater detail aspects of physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, and the water cycle – they understand the journey a river takes, the profile of a river, flooding, and key rivers around the world
Children know about changes to the world environments over time.
Children understand why people seek to manage and sustain their environment. | Children describe and understand key aspects of physical geography, including climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle.
Children can describe and understand key aspects of 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. |
Contextual world knowledge | Children have begun to develop a framework of world locational knowledge, including knowledge of places in the local area, UK and wider world, and some globally significant physical and human features. | Children know about the wider context of places – region, country. They understand why there are similarities and differences between places | Children have a more detailed and extensive framework of knowledge of the world, including globally significant physical and human features and places in the news.
| Children understand the geographical similarities and differences through the study of human and physical geography of a region of the UK, a region of a mainland European country and a region within North or South America. |
World locations | Children can identify 7 continents, 5 oceans and their human and physical features.
Children can identify places of relevance and in the news. | Children begin to use their knowledge of the continents and oceans to compare bordering countries, capital cities and human and physical features of them.
| Children confidently use their knowledge of the continents and oceans to compare bordering countries, capital cities and human and physical features of them. | Children take an interest in places of relevance in global news.
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UK locations | Children can identify human and physical features in The Lake District
| Children describe human features of the UK regions, cities and/or counties, they understand the effect of landscape features on the development of a locality. | Children know about the physical features of coasts and begin to understand erosion and deposition
Children can identify the key rivers in the UK and investigate flood defences, such as the Thames Barrier. They can compare this to flood barriers abroad, eg Bangladesh
| Children understand the geographical similarities and differences through the study of human and physical geography of a region of the UK and abroad.
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