Geography

Intent

By the end of their time at LMS, pupils will have developed a secure knowledge of place, alongside a clear understanding of key geographical concepts, issues and processes.

Year 5 provides an engaging introduction to Geography, recognising the diverse experiences and prior knowledge pupils bring from our feeder schools. The curriculum then builds progressively through Year 6, preparing pupils for the demands of Key Stage 3, with Key Stage 3 further developing the knowledge, skills and understanding required for the upper school.

Pupils are encouraged to develop a greater understanding and knowledge of the world and their place within it, developing an appreciation of the relationships between people, places and environments.

The Geography curriculum at LMS enables pupils to develop knowledge and skills that are transferable across the curriculum. It also provides opportunities to support pupils’ spiritual, moral, social and cultural development by exploring diverse people, places, cultures, environments and contemporary issues.

Geography is, by its very nature, an investigative subject. Pupils develop their understanding of geographical concepts, knowledge and skills through questioning, enquiry, interpretation, analysis and the evaluation of evidence.

We seek to inspire pupils with a curiosity and fascination about the world and its people that will remain with them throughout their lives. Pupils develop an interest in and understanding of diverse places, people, resources and natural and human environments, alongside a deepening understanding of the Earth’s key physical and human processes.
Ultimately, we aim to foster a genuine interest in Geography and a lasting sense of curiosity about the world and the people who live in it, encouraging pupils to question, explore and make sense of the world around them.

Implementation

Through high-quality teaching and a carefully sequenced Geography curriculum, we aim to develop the following essential characteristics of successful geographers:

A secure knowledge of place and geographical concepts, including an understanding of the physical and human processes that shape our world and the interconnected relationships between people, places and environments.
A broad geographical vocabulary and strong enquiry skills, enabling pupils to ask relevant questions, use maps and data, investigate geographical issues, analyse evidence and draw informed conclusions.
The ability to apply and communicate geographical knowledge and skills effectively, using a range of techniques, including mapping, fieldwork, data analysis, graphs, diagrams and written explanations.
The ability to think critically and develop well-informed opinions, considering geographical issues from different perspectives and using evidence to understand and explain their impact on people, places and the environment.

Through our Geography curriculum, pupils develop the knowledge, skills and curiosity needed to become confident geographers, enabling them to understand, question and engage with the changing world around them.

Impact

Through high-quality teaching and a carefully sequenced curriculum, we aim to develop the following essential characteristics of successful geographers:

An excellent knowledge of place, including an understanding of where places are located and what they are like, both in Britain and across the wider world.
A comprehensive understanding of interdependence and interconnectedness, recognising the complex relationships between people, places and environments.
A strong and extensive base of geographical knowledge and vocabulary, enabling pupils to explain geographical concepts and processes with increasing confidence and accuracy.
Fluency in geographical enquiry, including the ability to ask appropriate questions, interpret information, analyse evidence and apply geographical skills to investigate a range of issues.
The ability to communicate geographical understanding effectively, using a range of appropriate presentation techniques, including maps, graphs, data, diagrams and written explanations.
The ability to reach clear, evidence-based conclusions and explain geographical findings using appropriate geographical terminology and supporting evidence.
The ability to develop and express well-balanced opinions, grounded in secure geographical knowledge and understanding of current issues affecting society and the environment.

Through this approach, pupils develop the knowledge, skills and curiosity needed to become confident geographers, enabling them to understand, question and engage with the changing world around them.

Curriculum Overview

Download as PDF

Year 5

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Introduction to Geography and Mapwork HT1+2

------>

Mapwork and Hong Kong

Knowledge:

Pupils can identify keys, symbols, grid references, contour lines.

Pupils can confidently use the terms northern/southern hemisphere.

Pupils can recognise the 4 / 8 points of a compass.

Pupils can recognise continents and oceans.

Pupils can use the terms longitude and latitude correctly.

Pupils can identify different environments and issues within a named location

Pupils begin to understand economic activity

Pupils are beginning to look at differences in countries.

Pupils can identify the Greenwich Meridian Time zones (GMT)

Skills:

Using maps correctly.
Using Ordinance Survey map keys.
Key skills to embed in to prepare for other units (Italy)

Use the 4 / 8 points of the compass.

Location of places, using atlases and maps.

Vocabulary:
Contour lines
Grid references
Grid Lines

Scale
Map key
North, South, East, West

Northern hemisphere

Southern hemisphere

North / South America

Longitude / Latitude

Biomes

Rural / Urban

Continent, Hemisphere, Equator

Greenwich Meridian Time zones (GMT)

Sustainable World
Knowledge:

Pupils can explain sustainability and how uneven resource distribution causes global inequality.

Pupils can separate renewable from exhaustible resources and evaluate their personal impact.

Pupils can explain how fossil fuels and deforestation accelerate global warming.

Pupils can define a carbon footprint and compare emissions between different nations.

Pupils can describe "food miles" and how meat, dairy, and food waste raise emissions.

Skills:

Identifying trends in data.

Using data to answer questions about a place.

Interpret graphs, charts, and maps, and use satellite images

Locating areas on a map using compass directions.

Vocabulary:

Sustainability

Natural Resources

Exhaustible Resource

Uneven Distribution

Inequality

Consumption

Carbon Footprint

Climate Change

Global Warming

Greenhouse Gas

Fossil Fuels

Food Miles

Biodiversity

Conservation

Rewilding

Italy

Knowledge:

Pupils can understand similarities and differences between the UK and a region in Europe.

Pupils can location countries within Europe.

Pupils can discuss what life is like in Bologna and compare it to their own.

Pupils can use Geographical evidence to draw conclusions and give opinions about a place.

Skills:

Comparing places – similarities and differences

Using maps / atlases correctly

Vocabulary:

Equator

Europe

Continent

Mediterranean Sea

Map

Italy

Bologna

Tourism

Biomes

Knowledge:

Pupils can suggest how humans use land.

Pupils can recognise key human and physical features.

Pupils can discuss where the biomes are.

Pupils are aware of different biomes and differences between the two and give opinions about a place

Skills:

Using maps

Understanding how places are different.

Using key terms when describing the location of a place.

Vocabulary:

Biome

Climate

Rainforest

Tundra

Polar

Settlement

Knowledge:

Pupils can suggest how humans use land.

Pupils can recognise key human and physical features.

Pupils can use Geographical evidence to draw conclusions and give opinions about a place

Skills:

Using maps

Understanding how places have changed over time

Vocabulary:

Settlements

Social

Hamlet

Town

City

Urban

Rural

Year 6

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Rivers

Knowledge:

Pupils can identify key features of rivers, water cycles or mountains.
Pupils can draw detailed and annotated diagrams.

Pupils can recognise the signs of human geography.

Pupils will understand how waterfalls are formed and their key characteristics.

Skills:

Use 6 figure grid references on a map.

Use the 8 points of a compass.

Use maps, atlases, globes and describe features studied.
Sketching in detail

Vocabulary:

Landscape

Banks / Beds

Channel

Oxbow Lakes

Meander

Floodplain

Waterfall

Delta

Source

Natural resources

Water cycle

Physical / Human Geography

Settlement Transportation
Erosion

Coasts

Knowledge:

Pupils can show how the environment and land has changed over time

Pupils can identify stacks and stumps.

Pupils can name the processes which affect the physical environment.

Pupils can suggest how material is moved

Pupils can suggest how to manage the physical environment.

Skills:

Forming an argument for a debate.

Producing detailed annotations.

Vocabulary:

Arch
Attrition
Beach / Cave / Cliff

Constructive / deconstructive wave

Corrosion

Hydraulic Power

Spit

Stack

Wave cut Platform
Fetch

Headland

Weathering

Erosion

Deposition

South America/Brazil

Knowledge:

Pupils can make key comparisons between an area of the UK and one in South America.

Pupils can identify key features of the rainforest/deforestation

Pupils will build on knowledge of different biomes

Skills:

Locate the countries of South America/Brazil using an atlas.

Letter writing.
Drawing graphs

Recognise key push and pull factors

Climate graphs

Vocabulary:

Brazil
South America

Human/Physical features

Climate

Biomes

Rainforest

Deforestation

Urbanisation

Push/Pull Factors

Indigenous

Settlement

Volcanoes & Mountains

Knowledge:

Pupils can show how the environment and land uses have changed over time.

Pupils have knowledge on volcanoes and mountains and how they are formed.

Pupils can identify natural hazards and risk factors.

Pupils can locate Mount Everest and discuss the dangers of climbing it.

Skills:

Using geographical evidence to draw logical conclusions about human activity.

Drawing detailed and annotated diagrams of landscape features.

Vocabulary:

Volcano

Mountains

Mount Everest

Summit

Environment

Landscape

Weather

Topography

Tectonic Plates

Plate boundaries

Active

Dormant

extinct

Fieldwork

Knowledge:

Pupils can construct a hypothesis and investigate an issue.

Pupils can make suggestions about their environment, how to improve it with evidence.

Skills:

Express opinions about a place.

Use Geographical evidence to draw logical conclusion about human activity, using a range of skills:

Follow a map.

Questionnaires

Environmental quality surveys

Sketch maps

Tally charts

Vocabulary:

Introduction

Methodology

Investigation

Hypothesis

Environmental geography

Environmental issues

Data

Trade:

Knowledge:

Pupils can identify counties involved in trade.

Pupils can explain fair trade

Pupils can show knowledge of the trade process.

Skills:

Locate countries using an Atlas.

Give both an opinion and a different point of view.

Recognising the signs of human geography and the use of natural resources.

Drawing graphs

Vocabulary:

Primary produce

Manufacturing

Trade / Fairtrade

Primary/Secondary/Tertiary

Arable farming

Imports / exports

LICs

HICs

Multi national

Year 7

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Map Skills though 7 continents.

Knowledge:

Pupils can use a variety of geographical words accurately.

Pupils locate the different locations.

Skills:

Identify symbols from an OS map.

Locate places and features using co-ordinates and a compass.

Use 6 figure grid references on a map.

Use scale and calculate distance on a map.

Suggest how gradient is shown on a map.

Use maps or atlases to find places and help me find out information about a country.

Vocabulary:

Scale

Contour Lines

Cross section

Grid reference

Population

Knowledge:

Pupils can show knowledge about population, why a population changes and a case study example.

Skills:

Use maps or atlases to find places and help me find out information about a country.

Explain my opinion and other peoples.

Vocabulary:

Population pyramids

Migration

International migration

Commuter

Refugee

Rural

Urban

Push/Pull Factors

Volcanoes and Earthquakes

Knowledge:

Pupils understand how physical processes have an impact on landscapes.

Pupils can use a variety of geographical words accurately.

Pupils show knowledge about population

Pupils understand he effects that a Tsunami can have

Pupils understand how the Earth is made up.

Pupils have a knowledge of how and why volcanoes are formed.

Pupils recognise SEEP ideas (social, economic, environment or political/management)

Skills:

Use maps or atlases to find places and help me find out information about a country.

Highlight risk factors and causes.

Explain my opinion and other peoples.

Vocabulary:

Continent

Ocean

Continental drift

Core / Crust / Mantle

Tectonic Plate

Crater

Lava / Volcanic Tephra

------>

Trade and Industry:

Pupils can classify economic activities into primary, secondary, tertiary, and quaternary industrial sectors.

Pupils can contrast the human and physical factors that govern factory and industrial manufacturing placements.

Pupils can navigate OS maps using four-figure and six-figure grid references to analyse industrial site advantages.

Pupils can identify the global locations, challenges, and opportunities presented by modern megacities.

Pupils can explain how globalisation and innovations like containerization have accelerated global trade networks

Skills:

Form a judgement/conclusion on ethical and moral issues, explain my ideas clearly and give evidence to back up my viewpoint.

Give a detailed description about a location.

Vocabulary:

Secondary Industry

Tertiary Industry

Quaternary Industry

Employment Structure

Manufacturing Factors

Four-Figure Grid Reference

Six-Figure Grid Reference

Megacity

Rural-to-Urban Migration

Globalisation

Interdependence

Containerisation

Choropleth Mapping

Disposable Income

Water

Knowledge:

Pupils understand how physical processes have an impact on landscapes.

Pupils discuss flooding and can compare examples of real-life case studies.

Pupils can compare responses in different locations

Pupils understand what can cause floods and the consequences of flooding.

Pupils to consider different land forms

Fieldwork – will our school flood? Field work enquiry.

Skills:

Use maps or atlases to find places and help me find out information about a country.

Highlight risk factors and causes.

Explain my opinion and other peoples.

Vocabulary:

Flooding

LIC

HIC

Year 8

Autumn Term:

First Half Term

Autumn Term:

Second Half Term

Spring Term:

First Half Term

Spring Term:

Second Half Term

Summer Term:

First Half Term

Summer Term:

Second Half Term

Africa

Knowledge:

Pupils gain a knowledge of Africa.

Pupils can recognise some physical and human features.

Pupils recognise the danger of the single story.

Pupils understand that an environment and people’s live can be affected by actions and events.

Skills:

Use maps and atlases independently.

Give a detailed description about a location.

Vocabulary:

Diversity

Conflict

Tourism

Single story

Extreme Environments

Knowledge:

Pupils can recognise how people try to manage environments sustainably.

Pupils recognise how conflicting demands on the country/environment may happen.

Pupils understand that an environment and people’s lives can be affected by actions and events. rainforest

Pupils recognise how people try to manage environments sustainably, eco-tourism.

Skills:

Show an understanding of conflict.

Give a detailed description about a location.

Select information and sources of evidence, suggest conclusions to my investigations and present my findings using evidence

Vocabulary:

Biomes

Deserts

Deforestation

Tropical Rainforest

Nutrient Cycle

Ecosystems

Climate change

Climate

Knowledge:

Pupils are to discuss the evidence for climate change.

Pupils look at examples of countries affected by climate change.

Pupils can discuss what can be done about climate change and how humans can adapt to it.

Pupils to know the causes of natural climate change.

Skills:

Form a judgement/conclusion on ethical and moral issues, explain my ideas clearly and give evidence to back up my viewpoint.

Give a detailed description about a location.

Vocabulary:

High Income Countries (HIC)

Low Income Countries (LIC)

Newly Emerging Economies (NEE)

Greenhouse gases

Climate change

Global warming

Greenhouse effect

Quaternary period

Mitigation

Will start China

China:

Knowledge:

Pupils can discuss how China’s relief and climate affect human settlement

Understanding different theories

Understand the reasoning behind SEZs

Understand global infrastructure such as the BRI.

Discuss issues such as the three gorges dam.

Skills:

Describing distributions

Comparing data trends

Discussing different points of view

Vocabulary:

Special Economic Zones (SEZ)

Mega Cities

Distribution

Relief

Climate

BRI- Belt and Road Initiative.

Fieldwork

Knowledge:

Construct a hypothesis and take part in a field work enquiry- including data collection.

Skills:

Explain both my own and other people’s view’s.

Form a judgement/conclusion on, explain my ideas clearly and give evidence to back up my viewpoint.

Working as a group.

Vocabulary:

Method

Hypothesis

Qualitative

Quantitative

Map Skills ** and Fieldwork
(**Agreement with Upper Schools and Middle Schools to do this in the Summer Term.)

Knowledge:

Pupils will be able to use longitude and latitude to identify specific locations.

Pupils will know what a choropleth map is.

Pupils will recognise what 4/6 grid references are and use this to apply to locate items as part of a wider project.

Skills:

Use maps and atlases independently.

Produce their own choropleth map from data.

Suggest the best route to take and why, taking account of all factors

Present my own views clearly with evidence.

Construct a hypothesis and take part in a field work enquiry.

Vocabulary:

Longitude

Latitude

Coordinates

Choropleth Map

Grid References

British Values

Year 5	Year 6	Year 7	Year 8
Democracy - when discussing the "Sustainable World" and global climate change, pupils look at how democratic cooperation is needed between different nations to protect the planet. They learn that tackling global warming and carbon emissions requires shared, democratic agreements.	Democracy - examining fairness- Jim and Betty and houses falling in to the sea. Encouraging pupils to feel safe expressing their views in the classroom. Thinking about what is fair in terms of the world's environments (Rainforest) as well as looking at the fairness and conditions of trade.	Democracy - rules in the classroom, taking turns, there needs to be rules followed. Pupils learn the importance of having a democratic government - linking to the one child policy.	Democracy - rules in the classroom, taking turns, there needs to be rules followed. When studying China’s Special Economic Zones (SEZs) and massive engineering projects like the Three Gorges Dam, pupils compare different political systems.
Rule of Law - describing what another country is like as well as working out that there are laws. By participating in classroom energy audits and adhering to safety codes during outdoor fieldwork, students develop a practical respect for rules, understanding that laws exist to protect both our communities and the natural world.	Rule of Law - laws for health and safety, coastal management of areas. Fieldwork rules and	Rule of Law - rules within classroom. Looking at other rules that countries have - China.	Rule of Law - rules within classroom. exploring Deforestation and Ecotourism shows pupils how laws are vital to protect endangered biomes. They learn how environmental regulations and idea strive to govern global human activity.
Mutual Respect - respecting roles and rights, such as those that damage the environment and are affected by sustainability issues . As well as rules within the classroom and consequences if they are not followed.	Mutual Respect - looking at different points of view (Jim and Betty) and being respectful of the environment- such as in the field work unit and the amazon rainforest.	Mutual Respect - respecting others in the class and being able to share their views. Pupils learnt to be respectful of areas and taught to respect people's lives and empathise with those affected by disasters and conflict. They learn to show deep tolerance and mutual respect for people fleeing conflict or seeking new lives in different cultural contexts.	Mutual Respect - respecting others in the class and being able to share their views. Deconstructing the "single story" of Africa is a powerful exercise in mutual respect.
Individual Liberty - Individual liberty is about having the freedom to make choices, alongside the responsibility that comes with them. Our curriculum empowers students to recognise that they have the personal freedom to make a positive impact on the planet. Whether they choose to refuse single-use plastics or walk to school, we celebrate their independent choices and personal agency. We provide a safe, encouraging space where students are free to express their unique ideas, pursue creative solutions to environmental challenges, and take ownership of their role as global citizen	Individual Liberty - thinking about how their actions affect their community i.e. fieldwork and issues of push/pull factors. The study of Trade explores how consumers have the liberty to make ethical buying choices, such as actively selecting Fairtrade items to support farmers in developing countries	Individual Liberty - exploring our own views and attitudes, especially surrounding areas of development and the freedom to choose (within the confines of the law) what to do with out lives- i.e. living near a volcano.	Individual Liberty - In Fieldwork and Map Skills, pupils are encouraged to work independently, present their own views clearly with evidence, and suggest creative, self-directed solutions to local geographical issues.
Tolerance - encouraged to debate, share and respect others' opinions. Comparing differences and similarities with their own lives and another's.	Tolerance - being respectful of others' views as well as that they may not agree with. When studying push/pull factors in Brazil or discussing different viewpoints during fieldwork, pupils learn to respect different ways of living and appreciate the diverse backgrounds of people globally.	Tolerance - understand the importance of identifying and combating prejudice, including tackling stereotypes	Tolerance - understand the importance of identifying and combating discrimination including tackling stereotypes e.g.: The danger of a single story.

Careers

Year 5

Year 6

Year 7

Year 8

At LMS , we believe that preparing students for the future isn't just about giving them a list of jobs—it's about bringing those journeys to life.

Throughout the academic year, we explore a wide variety of career paths, opening students' eyes to industries and roles they might never have considered.

How It Works
Year-Round Exploration: We introduce students to a diverse range of industries and job profiles across the year, expanding their horizons.

We don't just look at what the job is—we map out the exact steps to get there. We break down the GCSE/A-Level choices, vocational routes, university degrees, apprenticeships, and key skills required for that specific role.

Interactive Careers Week: The culmination of our focus is a Careers Week lesson. Instead of just listening to a presentation, students step into the shoes of a professional. They will simulate Real-World Tasks:

Tackle hands-on, practical scenarios and decisions that professionals in that field face daily

Spiritual, Moral, Social and Cultural Development (SMSC)

Year 5

Year 6

Year 7

Year 8

Social - : Pupils explore how human communities organise themselves—from tiny hamlets to bustling cities. They learn how human interactions, physical spaces, and economic activities shape the way societies live and work together

Social -During Fieldwork enquiries, pupils work in groups to construct hypotheses, carry out date collection. They learn social cooperation, consensus-building, and how to express their opinions constructively while respecting others

Social - group work, talking about global citizens and empathy for others e.g. hazards. Differences in opinions, such as why you live in an area are solved. While studying Water and Flooding, pupils conduct a practical fieldwork enquiry ("Will our school flood?"). Working collaboratively, they assess risks, evaluate local flood responses, and present shared conclusions on community safety

Social - working together in map skills topic pupils collaborate to map complex data and execute group investigations, strengthening their teamwork and communication skills. Working collaboratively to discuss issues, such as differences in standards of living.

Moral - Developing a strong moral compass is at the heart of our environmental education. Students investigate the ethics behind global inequality, resource consumption, and the uneven distribution of wealth and natural resources across the globe. Students also look at examining the impact of food waste and fossil fuel emissions, they learn to understand the consequences of human actions on both local and global scales. We empower students to make ethical daily decisions—using frameworks like the 5 R’s (Reduce, Reuse, Recycle, Refuse, Rot)—and to recognise their duty to protect the planet for future generations

Cultural - An essential component of Geography is place knowledge. By understanding the features and characteristics of their local area, children understand why it is like that, and can contrast where they live with more distant localities, in this country and abroad. This understanding ensures children are aware of cultures associated with the place they are studying, where places are in the UK

Spiritual -Our curriculum invites students to develop a deep sense of wonder, awe, and curiosity about the natural world. By exploring Earth’s diverse ecosystems, analysing biodiversity, and studying the restorative power of rewilding, students cultivate a personal connection to the planet. Understanding the intricate balance of life and the delicate systems that keep our climates steady fosters a profound appreciation for the beauty of nature. We encourage students to reflect on their own place in the world, inspiring a quiet sense of responsibility and peace as they learn to value and care for the environments they inhabit.

Moral - discussions of right and wrong - Amazon Rainforest, how humans use rivers landscape, impact of erosion on the coastal environment and the impact on people near the coast.

Cultural - An essential component of Geography is place knowledge. By understanding the features and characteristics their local area, children understand why it is like that, and can contrast where they live with more distant localities, in this country and abroad.

Spiritual - Geography is about studying people; where they live and our relationship with the environment. This involves providing children with the opportunities to reflect on their own values and beliefs and those of others. Children may explore what it would be like to live in an area that is being damaged by coastal erosion, or having to move far away from their family (Brazil) . Children have the opportunity to explore their own feelings about the people, culture, place and environments that they are learning about.

Moral - Pupils evaluate the ethical dilemmas of globalisation, fast manufacturing, and the emergence of massive megacities. They are challenged to form ethical judgements and explain their viewpoints on industrial working conditions and global inequalities.

Cultural - An essential component of Geography is place knowledge. By understanding the features and characteristics of their local area, children understand why it is like that, and can contrast where they live with more distant localities, in this country and abroad. This understanding ensures children are aware of the cultural traditions associated with the place they are studying.

Moral -Pupils must form judgements on moral issues, exploring how emissions from wealthier nations disproportionately affect poorer countries, and debate who should pay for mitigation and adaptation.

Cultural - An essential component of Geography is place knowledge. By studying China and Africa, pupils challenge stereotypes. They learn about China’s global infrastructure (such as the Belt and Road Initiative) and actively dismantle the "danger of a single story" regarding Africa by exploring its rich human, physical, and economic diversity.

Spiritual - Geography is about studying people; where they live and our relationship with the environment. This involves providing children with the opportunities to reflect on their own values and beliefs and those of others. In Extreme Environments, pupils explore the absolute resilience of life in tropical rainforests and deserts. Learning about the complex nutrient cycle and delicate ecosystems fosters a spiritual appreciation of life's interconnectedness.