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At Summerside, our Geography curriculum aims to instil a curiosity for the world and the people who live there and develop in all our children the characteristics and attributes of a geographer. They will have an excellent knowledge of where terrestrial and marine places are and of their physical and human characteristics, both in the UK and the wider world. They will learn that geographical locations and places are interdependent and interconnected and understand the processes that shaped and changed their features over time. They will accumulate the fieldwork skills of collecting and analysing data using a variety of sources such as globes, maps, aerial photographs and digital mapping. Over time, they will develop a fluency in complex, geographical enquiry skills such as questioning, explaining and effectively presenting their findings and conclusions. They will be able to express well-balanced opinions based on their acquired knowledge and understanding about current issues in society and the environment. By the end of their primary schooling, they will have an extensive base of geographical knowledge, skills and vocabulary



Geography is taught through cross-curricular projects, designed to give children opportunities to develop the knowledge, skills and attributes of a geographer. Each project features key geographical knowledge, geographical skills and their linked vocabulary.

As children progress through the school, they revisit the appropriately sequenced geographical knowledge, skills and vocabulary so that they are built on year-by-year and across projects. This ensures children are given opportunities to achieve depth in their learning. All topics have cross curricular links, enabling natural over- teaching to further enrich and consolidate learning, which are embedded practice within the Geography curriculum.

Children are provided with a variety of opportunities for geography learning inside and outside the classroom, including visiting experts to enhance the learning experience.

The local area is fully utilised through local area studies and, for example, orienteering within the school grounds. School trips further afield and residentials provide additional opportunities to practice geographical and fieldwork skills and enhance children’s understanding of the world beyond their locality.

Geographical information and findings will be communicated in a variety of creative ways. Challenge questions for pupils to apply their learning in a philosophical/open manner. Appropriate curriculum-themed home learning tasks, which children complete with adults at home. Global links with primary schools in both the UK and different parts of the world



Our Geography curriculum is planned to demonstrate skills, knowledge and vocabulary progression to ensure age related attainment at the end of each Key Stage. Upon completion of each unit teachers will assess children against the progression of skills and knowledge document. Each project’s clear structure allows pupils to demonstrate:

· Locational knowledge

· Place knowledge

· Human and physical geography

· Geographical skills and fieldwork

Topics are mapped out carefully so that children develop their knowledge and understanding progressively as they move through the school with a focus on physical and Human history.

At Summerside, we measure the impact of our curriculum through the following methods:

· Assessing children’s understanding of the topic before and after the unit is taught

· Summative assessment of pupil discussions about their learning

· Images of the children’s practical learning

· Double page spread at the end of each Geography topic which support the teacher’s assessment of the children’s understanding of the topic

· Marking of written work in books

· Interviewing pupils about their learning (pupil voice)

· Moderation where pupils’ books are scrutinised, and feedback is given to teachers for them to reflect on the work of their class and year group

· Reporting of standards across the curriculum.


Year Group

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2


I can use basic vocabulary (leaves, orange, red, trees, cold, wet, wind, coats) to say what I see, touch, experience in 

 I can use basic vocabulary (trees, cold, wet, wind, hats, gloves scarfs) to say what I see, touch, experience in winter.

I can talk about some occupations that are particularly relevant to me.



I can use basic vocabulary (blossom, trees, daffodils, flowers) to say what I see, touch, experience in spring


I can use basic vocabulary (Sun, sun-cream, t-shirts, trees, green leaves) to say what I see, touch, and experience in Summer.

I know that there are other countries. 

I can look at and talk about the countries that are particularly important to me.



I can make observations about the changes that occur in Autumn.

I can make observations about the changes that occur in winter.

I can compare winter to Autumn.

I can talk about the occupations of people who help me.

I can share my own culture and some facts linked to the country where that culture originated.

I can show respect to different cultures.  e.g. Remembering others feeling when I try foods that are new to me.

I can make observations about the changes that occur in Spring and compare them to Autumn and Winter. 

I can name animals found in the local environment.




I can make observations about the changes that occur in Summer and compare them to Autumn, Winter and Spring.

I can say some of the types of transport connect us


Year 1




The World




Builds on: Observations of the outside environment and how it changes throughout the seasons in Reception




Builds on:

Receptions seasonal observations, animals and growing. Nurseries work on the bottom of the garden and animals and habitats.


Builds on: Receptions work on counties we come from.

Nurseries work on Journeys

Year 2


Food Around the World



Water World




Builds on The World (Y1)


Builds on: Y1 The World

British Values

Builds on: Y1 Weather/Holidays


Year 3

Gateways to the World



Active Planet




Builds on:  Y1 Holidays, The World

Builds on: Y1 World,Y2 UK, Y1-Kings and Queens

British Values


Builds on:


Y2 Water World,

 Y1-The World



Year 4






Land, Sea and Sky


Builds on: Holidays (Y1)



Builds on:

Reception T1

Y3, England, Y2- UK


Builds on:

Reception T6 Weather Y1 , Water World Y2, Holidays Y1

Year 5


Extreme World




Finding Home



Builds on:

Reception T2

 Active Planet (Y3), Land, Sea and Sky (Y4)


Builds on: Myths and Legends, Year 1- The World


Builds on:

Reception T2

Y1 World, Y3 England, Yearly Refugee Week

Year 6

Raging Rivers





Plastic Planet


Builds on:

Y2 Water World

and Y4

Land, Sea and Sky


Builds on:

Y1 The World,

Y4 The Mayans and Y5 Greece


Builds on:

Reception T6

Y4 Land, Sea and Sky