Light Oaks Junior School
GEOGRAPHY CURRICULUM 2014
Key stage 2
Geography
Purpose of study
A high-quality geography education should inspire in pupils a curiosity and fascination about
the world and its people that will remain with them for the rest of their lives. Teaching should
equip pupils with knowledge about diverse places, people, resources and natural and human
environments, together with a deep understanding of the Earth’s key physical and human
processes. As pupils progress, their growing knowledge about the world should help them to
deepen their understanding of the interaction between physical and human processes, and
of the formation and use of landscapes and environments. Geographical knowledge
provides the tools and approaches that explain how the Earth’s features at different scales
are shaped, interconnected and change over time.
Aims
The national curriculum for geography aims to ensure that all pupils:
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develop contextual knowledge of the location of places, seas and oceans, including
their defining physical and human characteristics
understand the processes that give rise to key physical and human geographical
features of the world, how these are interdependent and how they bring about spatial
variation and change over time
are competent in the geographical skills needed to:
collect, analyse and communicate with a range of data gathered through experiences
of fieldwork that deepen their understanding of geographical processes
interpret a range of sources of geographical information, including maps, diagrams,
globes, aerial photographs and Geographical Information Systems (GIS)
communicate geographical information in a variety of ways, including through maps
and writing at length
Attainment targets
By the end of each key stage, pupils are expected to know, apply and understand the
matters, skills and processes specified in the relevant programme of study.
Geography Key stage 2
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 tools and skills to enhance their locational and
place knowledge.
Pupils should be taught to:
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Light Oaks Junior School
Location
knowledge
YR
Place Knowledge
UK
UK
Find the UK in an
atlas, on a world map
and a globe.
Settlement and land
use
Children need to
know specific
vocabulary (see
attached list)
Identify the four
countries of the UK
and be able to locate
them on a map of
Europe, the World
and a globe.
4
Human and
physical
geography
UK
Identify where the UK
is in relation to
Europe, Russia,
North and South
America on a world
map and globe.
3
GEOGRAPHY CURRICULUM 2014
Name and locate the
counties and capital
cities of the UK,
geographical regions
and their identifying
human and physical
characteristics, key
features (including
the main hills,
mountains, coasts
and rivers), and landuse patterns; and
understand how
some of these
aspects have
changed over time.
Compare and
contrast localitiescities, towns,
villages. E.g. London/
Manchester vs.
countryside
village/costal town.
Growth of cities Local
history link
Where did people
settle? Types of
settlements? Why did
early people choose
to settle there?
Weather patterns
such as hot and cold
places. Where are
they and why are
they like this?
Rainfall and sunshine
hours, etc.
Need to read, collect,
create and interpret
different data (graphs
tables and charts)
Population
Multiculturalism and
UK
Key stage 2
Geographical
skills and
fieldwork (whole
school map week)
Local area focusSwinton and
Pendlebury
Use maps, atlases,
globes and
digital/computer
mapping (Google
Maps) to locate
countries and
describe features
studied.
Use the 4 points of a
compass to build
their knowledge of
direction and to
compare the location
of places in the UK.
Use simple symbols
and keys to read
maps, including
ordinance survey
maps.
Ethnic Minorities
(E.g. Bradford,
Rusholme, Brick
Lane)
Use fieldwork to
observe, measure
and record the
human and physical
features in the local
area using a range of
methods, including
sketch maps, plans
and graphs, and
digital technologies.
Large city vs.
countryside
comparison
Use a contents page,
glossary and index to
read an atlas.
Europe (Spain) MFL
link
Europe (Spain) MFL
link
Know what a globe is
and what it shows.
Local area focusSalford
Find Europe in an
atlas, on a world map
and a globe.
Tourism/Famous
places
Scottish, Welsh,
Irish, Regional
traditions and
differences
Barcelona (Gaudi,
Identify where
Europe (Spain) MFL
link
Children need to
know specific
vocabulary (see
Use maps, atlases,
globes and
digital/computer
mapping (Google
Maps) to locate
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Light Oaks Junior School
GEOGRAPHY CURRICULUM 2014
Europe is in relation
to the UK, Russia,
North and South
America on a world
map and globe.
Sagrada Familia)
attached list)
Madrid (Palaces,
Cathedrals, Plaza
Cibeles)
Identify the names of
the countries which
make up Europe,
principle cities and
be able to locate
them on a map of
Europe, the World
and a globe.
Cordoba (Grand
Mosque RE link,
Valencia
Weather patterns of
Spain, such as,
rainfall and sunshine
hours and Winter
/Summer differences
Identify
environmental
regions, key physical
(coasts, hills,
mountain ranges,
rivers) and human
characteristics,
countries, and capital
cities/regions, e.g.
the wine region of
France.
Identify the position
and significance of
the Arctic and
Antarctic Circle.
Beaches (Costa
Blanca etc., Canary
Islands
Economy and
Industry
Euro and differences
with the pound
Jobs in tourist
resorts/difference
between jobs in
Salford
Need to read, collect,
create and interpret
different data
(graphs, tables and
charts)
Children need to look
at aerial photographs
and
identify/recognise
features such as
roads, rivers
buildings of their
European country,
etc.
How is money
made? Business vs.
tourism
Trade links in the Pre
Roman and Roman
era History link
Key stage 2
countries and
describe features
studied.
Use the 4 points of a
compass to build
their knowledge of
direction and to
compare the location
of places in the UK.
Use 2 point grid
references, symbols
and keys (including
the use of ordinance
survey maps), with
an understanding of
scale, to build their
knowledge of the UK
and Europe.
Use fieldwork to
observe, measure
and record the
human and physical
features in the local
area using a range of
methods, including
sketch maps, plans
and graphs, and
digital technologies.
Use a contents page,
glossary and index to
read an atlas.
Know what a globe is
and what it shows.
Know time zones
from the UK and a
European country
(Spain).
5
South America
(Brazil, Chile,
Ecuador, Peru
South America
(Brazil, Chile,
Ecuador, Peru)
South America
(Brazil, Chile,
Ecuador, Peru)
Find South America
in an atlas, on a
world map and a
globe.
Climate
Children need to
know specific
vocabulary (see
attached list)
Identify where South
America is on a world
map and globe in
relation to the UK,
Europe and
European country
studied in Year 4 as
well as Russia and
Tropical climate and
different climates
around the world
Rainforests and
diversity of wildlife
Rivers and the
water cycle
Amazon river
Weather patterns of
S America, such as,
rainfall and sunshine
hours and
Winter/Summer
differences
Local area focusManchester
Use maps, atlases,
globes and
digital/computer
mapping (Google
Earth) to locate
countries and
describe features
studied.
Use the 8 points of a
compass to build
their knowledge of
direction and to
compare the location
3
Light Oaks Junior School
GEOGRAPHY CURRICULUM 2014
North America.
World Issues
Identify the names of
the countries which
make up South
America and be able
to locate them and
their capital cities on
a map of South
America, the World
and a globe.
Deforestation and
global warming
Illegal trade in
wood/animals etc.
Favelas and social
inequality
Identify
environmental
regions, key physical
(coasts, hills,
mountain ranges,
rivers) and human
characteristics,
countries, and capital
cities/regions, e.g.
the Amazon
rainforest in Brazil.
Need to read, collect,
create and interpret
different data
(graphs, tables and
charts)
Children need to look
at aerial photographs
and identify/
recognise features
such as roads, rivers
buildings of their
South American
country, etc.
Climate zones,
biomes and
vegetation belts link
to work on Rainforest
Use 4 point grid
references, symbols
and keys (including
the use of ordinance
survey maps), with
an understanding of
scale, to build their
knowledge of the UK
and South America.
Use fieldwork to
observe, measure
and record the
human and physical
features in the local
area using a range of
methods, including
sketch maps, plans
and graphs, and
digital technologies.
Know what a globe is
and what it shows.
North America
(USA, Canada,
Mexico)
North America
(USA, Canada,
Mexico)
Find North America
in an atlas, on a
world map and a
globe.
Agriculture
Identify North
America on a world
map and globe in
relation to the UK,
Europe and
European country
studied in Year 4 as
well as Russia and
South America.
Fishing (North East)
Identify the names of
the states which
make up North
America and be able
to locate them on a
map of North
of places in the UK.
Read an atlas and
know contents page,
glossary, index and
other information
found there.
Identify the position
and significance of
the Equator, the
Tropics of Cancer
and Capricorn, the
Northern and
Southern
Hemisphere.
6
Key stage 2
Prairie farming and
great plains
Hunter/gatherer
economies (Inuits)
Landscape
Different landscapes
in N America –
plains, Rockies,
Arctic, tundra,
deserts (Atacama,
Mexican), urban
landscapes, great
lakes, volcanoes,
mountains
Children need to
know specific
vocabulary (see
attached list)
Weather patterns of
N America, such as
rainfall and sunshine
hours and
Winter/Summer
differences
Need to read, collect,
create and interpret
different data
(graphs, tables and
charts)
Children need to look
at aerial photographs
and identify
/recognise features
such as roads, rivers
Know time zones
from South America
and Europe.
Local area focusGreater Manchester
Use maps, atlases,
globes and
digital/computer
mapping (Google
Earth) to locate
countries and
describe features
studied.
Use the 8 points of a
compass to build
their knowledge of
direction and to
compare the location
of places in the UK.
Use 6 point grid
references, symbols
and keys (including
the use of ordinance
survey maps), with
an understanding of
4
Light Oaks Junior School
America, the World
and a globe.
Identify
environmental
regions, key physical
characteristics
(coasts, hills,
mountain ranges,
rivers), and land-use
patterns. Human
characteristics,
countries, and capital
cities/regions, e.g.
the Grand Canyon.
Identify the position
and significance of
latitude and
longitude,
the Prime/Greenwich
Meridian and time
zones (including day
and night).
GEOGRAPHY CURRICULUM 2014
Look at diversity and
human settlement in
each of the areas
(E.g. New York and
Toronto/Plains/Vanco
uver and San
Francisco)
buildings of a North
American state, etc.
Key stage 2
scale, to build their
knowledge of the UK
and North America.
Use fieldwork to
observe, measure
and record the
human and physical
features in the local
area using a range of
methods, including
sketch maps, plans
and graphs, and
digital technologies.
Read an atlas and
know contents page,
glossary, index and
other information
found there.
Know what a globe is
and what it shows.
Know world map
vocabulary such as
the names of the 7
continents and the 5
oceans.
5