| | Autumn | Spring | Summer |
Y1 | Mostly integrated through the theme of Seaside.
Autumn 1 & 2:
Ask and answer questions e.g. what is this place like? Use basic geographical vocabulary to refer to and describe key physical and human features of locations. Please click here for Knowledge Organiser
Use fieldwork and observational skills to compare and contrast Binfield to the seaside.
Explore weather and climate in the United Kingdom, the Poles and near the Equator. Click here for Knowledge Organiser | Mostly integrated through the theme of The Great Fire of London
Spring 1 & 2:
Locate London on a map of the UK.
Use language of country and capital city.
Please click here for Knowledge Organiser | Mostly integrated through the theme of
Oceans and Continents
Summer 1 & 2:
Use maps, atlases and globes to identify the oceans and continents of the world. Please click here for Knowledge Organiser Compare and contrast Binfield with an African country using basic geographical vocabulary to refer to and describe key physical and human features of locations |
Y2 | Mostly integrated through the theme of Florence Nightingale
Autumn 1 & 2:
Use world maps, atlases and globes to identify the countries Florence Nightingale visited.
Use geographical language to describe what those countries would have been like. Please click here for Knowledge Organiser | Mostly integrated through the theme of The Coronation
Spring 1 & 2:
Look at a simple map to show the route of the Coronation. Identify characteristics and landmarks. Use simple grid references and compass points. Name and locate countries and capital cities of the United Kingdom.
Use aerial images and plan perspectives to recognise landmarks and basic physical features of area on the Coronation route. Click here for Knowledge Organiser | Mostly integrated through the theme of Islands
Summer 1 & 2:
Use world maps, atlases and globes to identify the countries and capitals
of the United Kingdom. Please click here for Knowledge Organiser
Compare and contrast a British Island and a Caribbean Island.
Use basic geographical vocabulary to refer to and describe key physical and human features of an island.
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Y3 | Mostly integrated through the theme of Ancient Eyptians
Autumn 1 & 2:
Use maps, atlases, globes and digital computer mapping to locate Egypt and describe its features using the language of physical and human geography
(settlements, land use, economic activity including trade links
and the distribution of natural resources including energy, food, minerals and water supplies) Please click here for Knowledge Organiser | Mostly integrated through the theme of
Binfield
Spring 1 & 2:
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 maps to show how Binfield has changed over time.
Use the 8 points of the compass, four figure grid references, symbols and keys (including the use of OS maps)to build knowledge of the local area. Please click here for Knowledge Organiser | Mostly integrated through the theme of Stone Age to Iron Age
Summer 1 & 2:
Name and locate countries and cities of the UK and use geographical language to describe them.
In terms of human geography, describe settlements and land use. Click here for Knowledge Organiser |
Y4 | Mostly integrated through the theme of The Romans
Autumn 1 & 2:
Use maps to locate Rome and other important cities.
Identify countries that were invaded by the Romans on a map.
Use the 8 points of the compass to describe where these countries are located.
Identify settlements and land use.
Describe the physical geography of Rome and the lands they invaded. Please click here for Knowledge Organiser | Mostly integrated through the theme of Rainforests
Spring 1 & 2:
Locate the world's countries with focus on South America.
Identify the Equator, Northern and Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic, Antarctic and time and date zones.
Use the 8 points of a compass, 4-figure grid references and symbols.
Locate the geographical zones (rainforests) of the world and describe them using geographical language (human and physical) - identify similarities and differences.
Use a wide range of geographical sources in order to investigate places and patterns Please click here for Knowledge Organiser | Mostly integrated through the theme of Extreme Earth and Mayans
Summer 1: Mayans
Locate the world's countries with focus on North and South America.
Identify where the main Mayan settlements were.
Use the language of human and physical geography to describe locations where the Mayans lived. Please click here for Knowledge Organiser
Summer 2: Extreme Earth
Describe and understand key aspects of physical geography including volcanoes, earthquakes and the water cycle.
Use maps, atlases, globes and digital computer mapping to locate countries and describe features related to features studied. Please click here for Knowledge Organiser |
Y5 | Mostly integrated through the theme of Ancient Greece
Autumn 1 & 2:
Locate the world's countries with a
focus on Europe.
Where is Greece in relation to other countries in Europe?
Identify the human and physical characteristics of Greece.
Describe similarities and differences between regions in Greece and the reasons for these.
Collect and analyse statistics and other information in order to gain a good understanding of Greece. Please click here for Knowledge Organiser | Mostly integrated through the theme of Sustainability
Spring 1 & 2:
Describe and understand key aspects of human geography, including land use, economic activity including trade links and the distribution of natural resources including energy, food and water supplies.
Describe how locations around the world are changing and explain reasons for the change (climate change)
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 wide range of geographical sources in order to investigate places and patterns. Click here for Knowledge Organiser | Mostly integrated through the theme of The Anglo Saxons and the Vikings
Summer 1 & 2:
Identify on a map where the Vikings and Saxons lived.
Identify the physical features of those areas.
Use the language of human geography to describe settlements, land use, economic activity including trade links. Please click here for Knowledge Organiser |
Y6 | Mostly integrated through the theme of Changing World
Autumn 1 & 2:
Describe how locations around the world are changing and explain some of the reasons for change.
Describe how countries and geographical regions are interconnected and interdependent (trade links, the distribution of natural materials) using human and physical geographical language. Click here for Knowledge Organiser | Mostly integrated through the theme of Women in History
Spring 1 & 2:
Identify countries/regions related to historical times studied on a map. Describe how countries and geographical regions are interconnected and interdependent.
Describe how locations around the world are changing and explain some of the reasons for change. Please click here for Knowledge Organiser | Mostly integrated through the theme of Rivers
Summer 1 & 2:
Physical geography - rivers, mountains.
Locate rivers studied on a map and describe main features of the locations. How do the physical features affect the human activity there? Click here for Knowledge Organiser
Use fieldwork sampling to observe, measure and record the human and physical features in the local area (Henley). |
