Geography at Muxton Primary School

Geography Statement of Intent

At Muxton we want to inspire and provoke curiosity and fascination, encouraging the children to want to find out more about the world around them and its people. We will provide the children with the geographical skills & knowledge through studying people, places and human and physical processes.

We intend to equip them with geographical skills including using maps, globes and aerial images, collecting and analysing data and asking and answering geographical questions, thus allowing them to explore and investigate  the ever changing environments of our world. Through our curriculum the children will develop the knowledge and understanding of the world they live in, how human and physical features are ever adapting and changing, as well as beginning to understand the impact humans have on the Earth.

Our curriculum is designed to develop knowledge and skills that are progressive, allowing children to build a growing knowledge of their world. We want them to  explore the diversities which exist in in our world relating to both people and place, and it is our intention that the knowledge and skills they gain from our geography curriculum are retained and will remain with them for the rest of their lives.


We organise the Geography curriculum by mapping objectives through each stage of learning. In this way we ensure that ‘knowledge builds on knowledge’, helping children to know more and remember more. Our curriculum forms our progression model.

Objectives are categorised using the following headings:

Investigating places: This involves understanding the geographical location of places and their physical and human features.

Investigating patterns: This involves understanding the relationships between the physical features of places and the human activity within them, and the appreciation of how the world’s natural resources are used and transported.

Communicating Geographically: This involves understanding geographical representations, vocabulary and techniques.

These headings form our ‘threshold concepts’, key areas of the curriculum that are vital for children to understand and remember. We ensure that these concepts are regularly assessed and revisited so that lessons can be adapted in order to help all children to make progress.

Children can now practise and learn the key concepts and knowledge needed for Geography at home. Use the links below to choose an area of learning that is being taught or that needs some practise.

Investigating places KS1

Ask and answer geographical questions (such as: What is this place like? What or who will I see in this place? What do people do in this place?).

Identify the key features of a location in order to say whether it is a city, town, village, coastal or rural area.

Use world maps, atlases and globes to identify the United Kingdom and its counties, as well as the countries, continents and oceans studied.

Use simple fieldwork and observational skills to study the geography of the school and the key human and physical features of its surrounding environment.

Use aerial images and plan perspectives to recognise landmarks and basic physical features.

Name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

Name and locate the world’s continents and oceans.

Investigating places Yr3/4

Ask and answer geographical questions about the physical and human characteristics of a location.

Explain own views about locations, giving reasons.

Use maps, atlases, globes and digital / computer mapping to locate countries and describe features.

Use fieldwork to observe 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 range of resources to identify the key physical and human features of a location.

Name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, including hills, mountains, cities, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

Investigating places Yr5/6

Collect and analyse statistics and other information in order to draw clear conclusions about locations.

Identify and describe how the physical features affect the human activity within a location.

Name and locate the countries of North and South America and identify their main physical and human characteristics.

Use different types of fieldwork sampling (random and systematic) to observe, measure and record the human and physical features in the local area. Record the results in a range of ways.

Use a range of geographical resources to give detailed descriptions and opinions of the characteristic features of a location.

Analyse and give views on the effectiveness of different geographical representations of a location (such as aerial images compared with maps and topological maps – as in London’s Tube map).

Name and locate some of the countries and cities of the world and their identifying human and physical characteristics, including hills, mountains, rivers, key topographical features and land-use patterns; and understand how some of these aspects have changed over time.

Investigating patterns KS1

Understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom and of a contrasting non-European country.

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.

Identify land use around the school.

Investigating patterns Yr3/4

Name and locate the Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle and date time zones. Describe some of the characteristics of these geographical areas.

Describe geographical similarities and differences between countries.

Describe how the locality of the school has changed over time.

Investigating patterns Yr5/6

Identify and describe the geographical significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, and time zones (including day and night).

Understand some of the reasons for geographical similarities and differences between countries.

Describe how locations around the world are changing and explain some of the reasons for change.

Describe geographical diversity across the world.

Describe how countries and geographical regions are interconnected and interdependent.

Communicating Geographically KS1

Use geographical vocabulary to refer to:

key physical features, including: beach, coast, forest, hill, mountain, ocean, river, soil, valley, vegetation and weather.

key human features, including: city, town, village, factory, farm, house, office and shop.

Use compass directions (north, south, east and west) and locational language (e.g. near and far) to describe the location of features and routes on a map.

Revise a simple map; and use and construct basic symbols in a key. Use simple grid references (A1, B1).

Communicating Geographically Yr3/4

Describe key aspects of:

physical geography, including: rivers, mountains, volcanoes and earthquakes and the water cycle.

human geography, including: settlements and land use.

Use the eight points of a compass, four-figure grid references, symbols and key to communicate knowledge of the United Kingdom and the wider world.

Communicating Geographically Yr5/6

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: settlements, land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals, and water supplies.

Use the eight points of a compass, four-figure grid references, symbols and a key (that uses standard Ordnance Survey symbols) to communicate knowledge of the United Kingdom and the world.

Create maps of locations identifying patterns (such as: land use, climate zones, population densities, height of land).


At Muxton we believe that following our progressive geography curriculum our children establish an inquisitive and enthusiastic thirst to learn about the ever evolving wider world. Developing skills, knowledge and confidence in…

  • Ask and answering geographical questions such as, where is the place? What is it like and why? How is a place changing and why? How are places connected with others? How does a place compare with other places?
  • Using maps and images to locate and describe places and their features.
  • Develop fieldwork skills such as, field sketches, take photographs, make sound recordings, interview local people, questionnaire, make standard and non-standard measurements.
  • Develop their geographical knowledge, skills and vocabulary to explore navigate and begin to understand the world around them.

Which in turn allows them to…

  • Begin to develop and express balanced opinions from good knowledge and understanding of current issues in society and the environment.
  • Understand the important personal role and responsibilities they play in shaping the future of our world.

Key Concepts

Within our Geography curriculum, it is centred around 7 Key Concepts which support the planning and learning. By the children being familiar with these key concepts, they are able to draw upon and make links across different areas of the geographical curriculum

Place Space Scale Interdependence
Physical and human processes Environment interaction and sustainable development Cultural understanding and diversity  


Geography Long Term Overview

Autumn Spring Summer
Y1 Fieldwork study

Our local Area

Town. Coast & Country

Africa and the UK

Compare non EU country and UK

Y2 UK mapwork and cities



Compare non EU county and UK

Fieldwork study-Local Area
Y3 Fieldwork project





Mountains and Volcanoes
Y4 Study on land use, trade and economy Amazon rainforest

Fieldwork study- Local Area , Granville


Fieldwork Study Local Area, Granville  continued


Y5 America

Study and comparison of North and South America

Fieldwork/traffic Study
Y6 Compare 2 different regions in Europe (Greece) rural and urban


River Study


Study of land and settlements pre and post war compared to modern day Fieldwork Study  – Cardingmill Valley

Geography Policies and Progression documents 

Geography at Muxton Overview

Geography Whole School Progression of Knowledge and Skills

Geography whole school Vocabulary Progression

Whole school mapping progression (Digimaps)