Geography Scheme of Work
Reception -The Jolly Postman
Learning Objectives
Children should learn to:
To talk about their environment.
To observe, find out about and identify
features in the local environment.
To make maps of imaginary places using
pictures and symbols.
Possible Teaching Activities
Learning Outcomes
Children
Take children on a walk to the local Post Office. On
the way ask the children to identify different
features, e.g. houses, road, level crossing, shops, post
box. When they get to the Post Office ask the
children to observe what is there. How many people
work there? What do they sell? Record their visit
with photographs of features of the Post Office and
human and physical features seen on the way. Ask the
question – Ho9w is this area different to a seaside
town?
 Learn to identify and talk
about features in the local
environment.
 Use correct vocabulary to
describe features.
Read the story of ‘The Jolly Postman’. Discuss how he
goes on a journey as he delivers his letters and
 To draw a simple map
showing the Jolly
To explore different routes on a map.
To follow and give directions to get
from A to B.
To use vocabulary associated with maps,
e.g. up down, left, right etc.
packages. Encourage the children to recall the order
in which he visits people. Does he go through any
areas to get to someone’s house? e.g. wood or forest.
Where does his journey begin? Where does his
journey end? How can we illustrate this place?
Postman’s journey using
pictures and symbols.
Using a range of maps, including the co-ordinates map
in the outside area, encourage the children to explore
making different routes on a map. Ensure the children
follow as well as give the instructions to get from
point A to B. Is there another route we could take?
Is there a direct route?
Using The Jolly Postman book, explore finding
different ways to get the Jolly Postman home. Use
string and one of the children’s maps of the Jolly
Postman’s route to plot the different routes he could
take. Which is the shortest route? Which is the
longest?
 Will follow directions to
get from A to B.
 Use vocabulary up, down,
forwards, backwards, left
and right.
Key stage 1
Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to
human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.
Pupils should be taught to:
Locational knowledge


name and locate the world’s 7 continents and 5 oceans
name, locate and identify characteristics of the 4 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:
o key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather
o 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
Year 1 and 2 - By the Seaside
Learning Objectives
Children should learn:
To make maps and plans of real and
imaginary places using pictures and
symbols.
To use co-ordinates when reading and
drawing maps.
To follow directions using terms
North, South, East and West.
Possible Teaching Activities
Learning Outcomes
Children
From work on pirates encourage children to design their
own treasure map. Introduce letter and number coordinates to help children find treasure buried on maps.
Teach children ‘along the corridor and then up the stairs’
to help them remember to go along then up when reading
co-ordinates.
 Create a treasure map,
which incorporates letter
and number co-ordinates.
Explain how travellers find their way by using co-ordinates.
Teach children North, South, East and West and order
they go in (use mnemonics e.g. Never Eat Shredded/
Wheat or Naughty Elephants Squirt Water.) Play games to
encourage children to use these compass directions.
 To understand where
North, East, South and
West are in relation to
each other.
To explore how the quality of an
environment can be sustained and
improved.
Following the field trip to the seaside discuss how the
environment could be improved, e.g. tidied up, have more
rubbish bins etc. Discuss pollution – How could the
environment change if it becomes polluted? Would people
still come and visit there?
Have knowledge to recognise how
the quality of the environment at
Littlehampton beach can be
sustained and improved.
Identify how this environment
could be damaged.
Year 1 and 2 Hot and Cold
Learning Objectives
Children should learn:
To become aware that the world
extends beyond their own locality.
Possible Teaching Activities
Learning Outcomes
Children
To use maps/globes and websites
including Googl Earth
Where is the Arctic/Antarctic? Using maps and globes
ask children to locate the North and South Poles.
Discuss the following – What do you think it is like
there? Where are those areas in relation to the U.K.?
Use an atlas to look at the Equator and identify hot and
cold countries. Record on globe outline. Throughout this
topic refer to continents and oceans.
 Locate the U.K. and the
Arctic/Antarctic on a
world map and a globe.
 Appreciate the distance
from the U.K. to the
North and South Poles.
To use secondary sources to obtain
geographical information.
Using photographs and pictures and ‘Life in the
Freezer’ video, discuss with the children what the

To identify where places are.
Extract information
about the North and
North and South Poles are like. Discuss the main
physical and human features e.g. glaciers, igloos.
South poles from
pictures, photographs.
 Begin to recognise the
physical and human
features of these two
places.
To learn how the weather differs in
different localities and the effect
it has on people, animals and
landscapes.
Use pictures of the Arctic/Antarctic to explore and
discuss facts about these places. What is the climate
like there? How can we find out? How does the climate
affect the landscape, animals and people? Where do
people live? Children write a piece of factual writing
about life in the North and South poles.
 Have some knowledge of
what life is like in the
North and South Poles.
 Extract information from
secondary sources.
To make maps and plans of real and
imaginary places.
Read the story of Penguin Small. Discuss the route he
took on his journey. Encourage the children to draw
story maps of Penguin Small’s journey. Where did he
begin his journey? Where did he go next?
 Create a map of Penguin
Small’s journey.
To communicate in different ways.
Using photographs/books/globes discuss where Africa
 Draw a map of Africa
illustrating the Equator.
To investigate places.
To identify human and physical
features.
To ask geographical questions.
is.
What is it like there? What would it be like to live in
Africa? What animals live there? What is the weather
like there? Identify where the Equator is on a globe
and map. Encourage children to draw maps of Africa
illustrating it with pictures of animals and landmarks
found there. Write postcards to their friend
describing the lifestyle of people in Africa, landmarks
and animals found there.
Year 1 and 2 Get Moving
Learning Objectives
Children should learn:
Possible Teaching Activities
Learning Outcomes
Children
To use geographical vocabulary
Using a map of the U.K. teach the children about compass
directions, begin with North, South, East and West. Locate
area in the U.K. in these directions. Extend to include
North-East, South-East, South-West and North-West.
Use large map of U.K. in the playground.
 Use the terms North,
South, East, West,
North-East, South-East,
South-West and NorthWest correctly.
To use globes and maps at a range of
scales.
Get children to name, locate and label on a map the four
countries that make up the U.K. – England, N. Ireland,
Scotland and Wales. Extend to include their capitals.
 Locate and label the four
countries of the U.K. and
their capitals.
To identify and describe the
distinguishing features of England, N.
Ireland, Scotland and Wales, taking
into account landmarks, landscapes,
food, traditions and weather.
Study one country of the U.K. each week, over four weeks.
What is the country called? What is its capital? Discuss
key landmarks and features of the landscape, e.g. England,
London, built-up area, Big Ben, Buckingham Palace. Use
pictures and photographs to help. What is the weather like
here? What types of food do they eat? Do they have any
national traditions?
 Identify and describe key
features of England,
Ireland, Scotland and
Wales.
 Use secondary sources of
information.
Encourage the children to use information books,
photographs, websites including google earth and artefacts
 Use secondary sources of
information.
To use secondary sources of
information.
To use secondary sources of
information.
to find out extra information about England, N.Ireland,
Scotland and Wales.
Year 1 and 2 Houses and Homes
Learning Objectives
Children should learn:
To undertake fieldwork activities
within the locality of the school.
To use geographical terms when
describing and explaining their
surroundings.
Their sense of place in relation to
home and school.
To describe a route.
To make maps and plans using
pictures and symbols.
Possible Teaching Activities
Learning Outcomes
Children
Take the children for a walk in the local area. Encourage
the children to name features they encounter. Can they
identify what individual buildings are used for? Focus on
houses and homes. Describe the different types of
houses they see. How can you tell the difference
between a house and a bungalow? What does a detached
house look like?
 Identify clear sequences
of features seen on the
walk.
 Use the correct
geographical vocabulary
when describing the
features.
Where is the school? How do I get to school? What
do I see on the way the school? Ask the children to
draw a map of their route from home to school.
Encourage them to describe their route to a partner.
Conduct a survey to see what type of house the
children live in. Represent the findings on a graph –
use 2graph programme on computer.
 Draw a map showing their
route to school.
 Graph the results from a
survey
As a class make a map of the locality. Place key
features on the map e.g. school, level crossing, shops,
houses etc. Allow children to mark on where they
 Make a map of their route
to school.
 Pinpoint their house on a
To use maps and plans marking on
where they live.
To make maps and plans of real and
imaginary places using pictures and
symbols.
In PSHCE and ICT lessons –
To describe how an environment can
change.
To explore how the quality of an
environment can be sustained and
improved.
To observe and record.
To express own views.
live, record with pictures of children pinpointed on
the map.
Read the story of ‘The Three Little Pigs’ Talk about
how the story progresses and what happens to the
pigs. Get children to produce a story map with
pictures and symbols.
Re-focus back to the features of the local area. Discuss
The quality of the environment they live in with regards
to rubbish, pollution, traffic and noise. Discuss the road
outside the school. When is there more pollution due to
cars? – school start and finish times, early in morning
then at 5/6 o’clock in evening. How could we cut down on
this pollution from cars? Discuss walking to school/ car
share ideas. Conduct a traffic survey. How can we try to
ensure Aldingbourne remains a safe place to live in and
go to school in?
large map of the locality.
 Produce a story map of
‘The Three Little Pigs”

Identify the nature and
character of a road in
relation to traffic and
noise pollution.
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
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 in North or South America
Human and physical geography

describe and understand key aspects of:
o physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle
o 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 8 points of a compass, 4- and 6-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
Year 3 and 4 Water
Learning Objectives
Children should learn:
About the water cycle.
The importance of having clean water.
To use secondary sources.
How water is used in the world.
To investigate the similarities and
differences in water usage.
To use ICT to record data.
Possible Teaching Activities
Learning Outcomes
Children
Read the book ‘Splish, Splash, Splosh’ by Mick Manning and
Brita Granstrom. Look at the water cycle and water usage.
Illustrate the path the water takes – water map page 28-9
in the book. Discuss the different processes occurring –
precipitation, condensation, cleaning etc and the
importance of having clean water.
 Learn to understand the
comparative importance
of clean water and
plentiful supply
Compile a list of the various uses of water. Sort the list
into categories – home, farms, industry, leisure, others.
Ask the children to keep a diary of water usage in their
home over the period of a week. Explore the issue of
wasting water and discuss what happens to water once it
has been used.
Record the children’s use of water in their home on a
spreadsheet or in a database. How is water used in their
 Understand that water is
a universal need.
 Understand the issue of
wasting water and what
happens to water once it
has been used.
 Use ICT to present data
collected.
home? Discuss how reducing consumption might improve
the environment.
To observe and question.
About the environmental impact of a
local activity.
To use appropriate geographical
vocabulary.
To understand that rivers have
sources, channels, tributaries and a
mouth.
Look at the issue of who owns water. Who pays for water?
What jobs are involved in providing our water? Discuss
water bills; look at breakdown of costs. How is water
provided in our homes? How does this compare with aid
agencies struggling to provide water in less economically
developed countries (LEDC’s)? How do they transport
water? Can building wells affect the local environment?
 Are introduced to the
work of aid agencies
providing water in
LEDC’s.
 Ask and answer
questions about the
provision of water in
this country.
Discuss the different parts of a river. Make a river
dictionary of the related vocabulary. What is a tributary?
Where is the mouth of a river? Where do rivers receive
their water from? Look at information books to research
more about rivers.
 Understand the
vocabulary associated
with rivers and use it
correctly.
 Understand where
rivers receive their
water from.
Use OS maps at various scales to locate the River Arun and
trace its route from source to sea. Use atlases and maps to
locate named British rivers and determine the course they
take. Research this further by using the internet.
 Use maps and atlases
to determine and trace
the routes of
different rivers.
To recognise that rivers receive water
from a wide area and that most flow
into a lake or the sea.
To use and interpret maps, atlases and
Satellite Navigation using keys and coordinates.
To understand how people can affect
the environment.
To understand how rivers can be
managed.
Provide opportunities for children to find out about river
pollution – what factors affect the River Arun, how does
the Environment Agency deal with these problems.
Ask children to prepare information and then hold a debate
about the use of chemicals and fertilizers on farms near
rivers.
 Recognise that people
actions can affect
their environment.
 Understand how rivers
can be managed.
Year 5 and 6 Europe
Learning Objectives
Children should learn:
To use and identify keys.
Possible Teaching Activities
Look at various maps of Europe. Identify the different
countries. Which countries border Germany? Look at
To use atlases and globes and maps and different keys – What does the map show? What
plans at a range of scales.
information can we gain from looking at this map?
Encourage children to give directions for moving from one
To use the eight points of a compass
country to another.
Learning Outcomes
Children
 Learn to use and identify
features on a key.
 Use reference points to
locate areas in Europe.
 Give directions using the
eight points of a compass.
to give directions.
To ask geographical questions.
To learn about the UK and Europe.
To recognise symbols for physical
features on maps.
To draw a map of Europe and identify
physical features on this.
To use appropriate geographical
vocabulary when making references to
certain features.
Identify the main features of Europe. Use correct
terminology when identifying mountain ranges, rivers etc.
Locate and name the main rivers in Europe. Identify the
capitals of each European country.
Draw a freehand map of Europe and label the physical
features and capitals of each country.
 Draw a freehand map of
Europe illustrating the
key physical features.
 Use geographical
vocabulary.
 Understand geography is
about studying land and
human settlement.
To recognise that geography can be
about the study of land and human
settlement.
To use secondary sources of
information, e.g. photos, pictures,
books, the internet.
To communicate in different ways.
Look at the approximate populations of the different
countries in Europe. Look at how the settlements vary in
size and how the land is used. Make video and diary entries
of travels around Europe. Compare the different countries
in relation to population, landscape, and local specialities.
 Will use secondary
sources to learn about the
different countries in
Europe.
 Will produce video and
diary entries using
information found.
Understand how physical features,
such as a river, can affect the lives of
Watch the film about the river Rhine. Gather information
from the film. Where is the river Rhine? How long is it?
 Learn that the landscape
along the river Rhine
the people who live along its banks.
That a landscape along the bank of a
river may change during its course.
That rivers have sources, channels,
tributaries and a mouth.
How does the river affect the people who live along its
banks? How does the land change along the course of the
river Rhine?
Produce a brochure for the river Rhine. Pick out the
advantages (e.g. the views and facilities) and the
disadvantages.
To understand that there are
different weather patterns in
different parts of the world and even
in Europe.
In PSHCE lessonsTo look at how people can affect their
environment.
How we can manage and sustain our
environments.
changes along its course.
 Name the different parts
of a river.
 Recognise how a river can
affect the lives of people
that live along its banks.
 Illustrate the water
cycle.
 Understand different
weather zones and why
they occur.
Look at the subject of conservation. How are areas
conserved? How are they managed and sustained? How can
an area/environment be damaged? Look at the book
“Where the Forest Meets The Sea “ by Jeannie Baker, to
give possible points for discussion.
Children research, then present a persuasive argument
about whether a beach resort should be developed or not.
The Euro debate.
Encourage the children to look at the advantages and
 Learn how to manage and
sustain an environment.
 Understand how people
can affect their
environment.
disadvantages of such a development. Who would
profit/suffer from this kind of development?
Year 5 and 6 Kenya
Learning Objectives
To recognise how places fit within a
wider geographical context.
To use atlases, globes and maps.
To 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)
Possible Teaching Activities
Map of UK to Kenya
Locate within relation to other countries, continents and
within the world using maps, internet, atlases and globes.
Study the position of Kenya in Western Africa. Ask children
to map the route from Kenya to the U.K. plot the air route
between Gatwick and Banjul. Investigate, explore and
describe the physical characteristics of the land being
flown over.
Learning
Outcomes
 Locate Kenya and the
U.K.
 Draw a map to show the
air route taken from
Gatwick to Banjul.
To find the location of a country.
To learn about the UK, Europe and
North and South America
To recognise physical and human
features of a country.
Map of Kenya (physical + capital + cities).
Map the area of Kenya. Note the shape of the country and
the main physical and human features. Discuss living
conditions, houses – materials used to build them, sanitary
conditions etc. Identify the similarities and differences
between homes in Kenya and those in the U.K.
Research Kenya lifestyles and houses.
Formulate key questions
 Describe the main
similarities and
differences between
homes.
 Recognise the main
physical and human
features.
Look at and discuss the position of the river in Kenya. How is
the area used as a trade route? Does this help the economy
in Kenya? Investigate different industries found there using
books, photographs, the internet.
 Are aware of economic
activities.
 Use secondary sources
to research industries
found in Kenya.
To identify and describe what places
are like.
Investigate the lifestyles of Kenyans. Look at the roles of
men and women, houses, clothes worn, transport and
occupations of local people. Record findings in a written
account.
 To write an account
which describes the
lifestyles of the
Kenyans.
To use secondary sources.
Research tourism in Kenya. How is the area changing due to
tourism? Does tourism boost the local economy?
 Understand the effects
of tourism on an area.
About similarities and differences
between places.
To ask geographical questions
To describe
To begin to understand the
relationship between location and
economic activity.
To begin to understand the
relationship between location and
economic activity.
That weather conditions can have an
effect on tourism and life in an area.
To develop their decision making skills.
What is the climate like there? Study the weather and
seasons. Compare the climate in Kenya to that experienced
in the U.K. Does the climate have an affect on human
activity? What effect does the weather have on tourism?
Identify how weather conditions can enhance or detract
from tourism in an area.
Poster on hunting, research effects.
To recognise how people can improve
or damage an environment.
 Understand why certain
environments need to be
managed correctly.
To recognise how and why people may
seek to manage environments
sustainably.
Year 5 and 6 Local Study
Learning Objectives
Possible teaching
activities
To study a locality (other than
Westergate) in local district.
To know that West Sussex is a
county and know other UK counties
and major cities.
 Study Sussex- looking at its
different features. Name and
place counties on map of UK.
Learning Outcomes
To use and interpret maps and
atlases using keys, co-ordinates and
indexes
How settlements differ and change
Recognise how places fit within a
wider geographical context
 Use a variety of OS maps of
Sussex, Westergate, south of
England
 Revise OS symbols and 4 figure
grid references
 Changes in Westergate, houses,
roads, land use
 Westergate past and present
and what has caused those
changes
 How Westergate is built on a
major through road, traffic
survey
 The local area beyond
Westergate – the Six Villages