To develop an understanding of human and physical geography in order to create awareness of their local and global surroundings through a careful progression of skills. Children will be able to use a range of resources to draw conclusions about how the earth has developed and changed over time.

At ROSHERVILLE we have designed our geography curriculum to provide children with a knowledge and understanding of their local area, the United Kingdom and the wider world enabling them to make connections with other curriculum areas and acquire skills for later life.

Our Geography curriculum has been designed to inspire in pupils a curiosity, fascination, awe and wonder about the world and the people that live in it, that will remain with them for the rest of their lives. We believe that our Geography curriculum is fundamental in broadening our pupils’ experiences, and their understanding of the wonders of our world and giving them a broader knowledge that they can draw upon to help them achieve in other subjects and throughout their lives. Teaching equips children 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 children progress, their growing knowledge about the world helps 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.

We intend for our children to work as geographers by having real-life experiences whilst they explore and enquire in an active and creative way. The planning of learning always begins with the skill and knowledge end goals in order to ensure that lessons are always moving children forward in their geographical understanding. Topics that have been chosen by the teachers complement the skills required. Enrichment opportunities, fieldwork and opportunities to apply learning are fundamental in broadening the children’s life experiences.

Children’s knowledge is further embedded by Knowledge Organisers which ensures the children learn and understand the vocabulary.

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
  • 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.


Year R have travelled to all parts of the world and beyond! They ventured to the North pole and zoomed into Space. They have begun to look at maps and looked at aerial views of their local area and Earth. This linked to learning about extreme weather and looking at the different flags. They have looked at different countries and how they differ from our country linked to Handa’s Surprise.

Year 1 and 2 have travelled to the North and South Pole and learnt what it is like to live in the cold. They came into school dressed for the cold and loved learning about igloos and the kind of people that live in these areas. The children have also learnt about the weather and were fantastic daily weather reporters using their interactive weather chart. They learnt where the countries are part of the United Kingdom and were even able to identify some major cities. They used maps, atlases and globes to help them. The children have started to understand physical and human features and were able to identify these for their local area.

Year 3 and 4 used their map skill to find out where Egypt is, which was linked to their Ancient Egypt topic and identified the different continents. They identified the different countries in Europe and the main cities. The children looked at ethnicity within the school and carried out a survey of the whole school to find out which countries Rosherville children came from.

Year 4 and 5  used their map skills to find out where Egypt is, which was linked to their Ancient Egypt topic and identified the different continents as well as the River Nile. They identified the different countries in Europe and identified the major rivers around the world. The children learnt the benefits of living near a river, and looking at rivers locally as well as abroad. They also studied the Water cycle and why water is such an important commodity.

Years 6 travelled to the most southern point in the world – Antarctica. They used their map skills to identify it on a map as well as the Equator, Tropic of Cancer and Tropic of Capricorn. They identified the physical and human features of the continent and the most amazing fact they discovered was that Antarctica is a desert! They enjoyed going to the Science Museum and watching a 3D film narrated by a very funny Benedict Cumberbatch about Antarctica. For their WW2 topic, the children again used their map skills to identify the main countries of Europe that were involved in the War.

Year 6 watching the 3D film about Antarctica at the Science Museum.

Useful Websites:

Whole School Geography progression

Whole School Geography Progression