Subject Lead:  Miss Madi Hayden [email protected]  

The curriculum for Geography at All Souls builds upon the programme of study outlined in the National Curriculum for England which can be found here

What is our vision for Geography at All Souls?

How do we achieve this vision?


As part of our wider curriculum here at All Souls, Geography is taught in every year group. A wide range of topic areas are chosen and explored in a variety of ways both inside and outside the classroom. At its very core, Geography is all about exploring the world. This study of the world leads to many different strands including, human and physical geography, location and place knowledge and Fieldwork. Throughout the Geography curriculum at All Souls we, as teachers, endeavour to provide all children with an engaging and exciting programme, equipping every age group with the skills they need to make everyday observations of geography into concrete understanding of the world around them. Making links to explore how we came to be where we are as well as recognising differences between our lives and the lives of others in our world.

The Geography curriculum adheres to the main aims, key principles and national objectives set out in the ‘National Curriculum in England’ programmes of study for key stages 1 & 2′.

Foundation Stage

We teach geography in the EYFS as an integral part of the topic work covered during the year, relating the geographical aspects of the children’s work to the objectives set out in the Early Learning Goals. Geography makes a significant contribution to the ELG objectives of developing a child’s knowledge and understanding of the world. Geography is undertaken by the teaching staff in the Early Years and they follow the objectives set forward for them though Understanding of the World.

Key Stage One

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:

Location 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 (e.g. 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.

Key Stage Two
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:

Location 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 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.

Curriculum Map for Key Stage One and Two

This shows the teaching of Geography at All Souls across the year groups (one – six). This works to outline the different topic areas and objectives met in school:

Geography Policy (Draft Form)
This policy works to outline the expectations and guidelines set for teaching staff to abide by at All Soul:

What do the children of All Souls’ have to say?

What do you like about Geography at All Souls’?
Year One – “I like that we get to go outside and when we throw leaves”
Year Two – “I like learning about Coventry because that is where we live and it’s nice to know new things”
Year Three – “I liked having a volcano as our reading corner, and we got to see real volcanic rock too.”
Year Four – “I like that we get to go outside and we sing songs to help us learn the new things like continents “
Year Five – “When we go outside that is fun because we can see what is going on around us”
Year Six – “I really like going outside a lot, we get to go outside a lot in geography because a lot of our lessons are outside or going outside”

What has been your favourite part of Geography so far this year?
Year One – “We went outside and collected leaves and then we got to throw them on our heads, over our heads after PE”
Year Two – “We coloured in a flag, I liked getting to do the colouring in bit”
Year Three – “Learning about volcanoes was the best, we got to watch real explosions and learnt about how they exploded”
Year Four – “Our favourite was going outside to look at nature, we had to make different stuff from leaves and twigs and stuff outside”
Year Five – “I liked naming the countries of Europe and learning the countries around Europe. It was good learning the river features too”
Year Six – “Seasonal changes were good but the best bit was getting 3 capital cities as a group and we had to look at the temperature and then make a news report and a map.”