School Name

Wildground Federation

Learn and succeed together for the journey ahead

School Name

Wildground Federation




Why do we teach Geography? (Intention)

At Wildground Federation we aim to give children the opportunity to learn and find out about their own environment as well as the wider world around them.  The study of both human and physical geography will enable children to compare locations, investigate and research drawing upon comparisons and differences.  We aim to use the local environment as much as possible giving all children time to develop their field work skills.


How do we teach geography? (Implementation)

At Wildground Federation Geography is taught through continuous provision in EYFS with some discreet teaching and through discreet geography lessons in Key Stage1 and 2.  The geography curriculum  is delivered through our own scheme of work linked in with the wider curriculum.

Every lesson has been individually planned so skills can be built upon as children progress through the school.  Having discreet lessons means that children are able to compare and contrast using hands on learning and using the local environment as a starting point whenever possible.  Children will be able to generate their own ideas, identify patterns, summarise their findings and justify their findings.

Discreet lessons will enable the children to use hands on learning through real life experience using the local environment as a starting point, this also includes access to Forest School.   Children are encouraged to use their learnt skills to discover, examine and generalise similarities and differences.  Children are encouraged to use their skills to talk through their ideas, investigate and question.


Our Mastery Curriculum

Look below to see what we learn in geography. 


National Curriculum Learning Objective: To investigate places

Milestone 1 (Year 1 and 2)                                                         

Milestone 2 (Year 3 and4)

Milestone 3

• 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 countries, 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.

• 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. 

• Name and locate the countries of Europe and identify their main physical and human characteristics.

• 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.

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

• 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. 

• 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.

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

National Curriculum Learning Objective: To investigate patterns                                                                                                                                          

Milestone 1

Milestone 2     

Milestone 3

• 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.

• 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. 

• 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.

National Curriculum Learning Objective: To communicate geographically

Milestone 1

Milestone 2

Milestone 3

• Use basic 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.

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

• 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.

• 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).