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Geography at Cloverlea

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At Cloverlea a high-quality geography education inspires pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching equips 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, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

(National Curriculum 2014) 

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The national curriculum for geography aims to ensure that all pupils:

  •  develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  •  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, numerical and quantitative skills and writing at length.

Progression of Skills 

Key Stage 1

Pupils are 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 Geography – key stages 1 and 2 3
  • 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.


Key Stage 2

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.

Geography Curriculum



Autumn Term

Spring Term

Summer Term

Year 1


People and animals that live in hot and cold countries. How the seasons and weather affect people.



Seasonal and daily weather patterns in the United Kingdom


Around our school and Local area

Maps, compass directions

Where we live and what is so special about it.

Posting letters home



Year 2




What would Barnaby Bear find exciting about Timperley?

(School and Local environment)



Where would you prefer to live: England or Africa? (Comparison. Continents of the World and Oceans)



Why do we love to be by the seaside? (Seaside comparison. Map or UK and Cities)

Year 3


Our European Neighbours



Extreme Earth

Volcanoes, Earthquakes and Tsunamis




Year 4


Roman Settlements



Village Settlers


The United Kingdom



Where does our food come from?

Year 5






World Explorer


South America


Amazon Rainforest

Year 6


I am a year 6 pupil – get me out of here – map work and grid references



The water cycle – will we ever see the water that we use today?


Stall signs and set up for summer fair

Geography Snapshots

Geography Snapshots 1
Geography Snapshots 2
Geography Snapshots 3
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Geography Snapshots 5
Geography Snapshots 6
Geography Snapshots 7
Geography Snapshots 8