Welcome to Geography at Richmond Hill Primary Academy

Lead by Emily Johnson-Quinn


At Richmond Hill children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at Richmond Hill engages children who develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography develops understanding of concepts, knowledge and skills. The curriculum is designed to develop knowledge and skills through quality first teaching that are sequential, as well as transferable, throughout their time at Richmond Hill and also to their further education and beyond. 


Geography is taught with high expectations through Cornerstones ‘knowledge rich projects’, so that children can achieve depth in their learning. Projects are introduced with hands on memorable experiences (on or off site) that excite children’s interest. Lessons are well-structured, identifying cross curricular links. Children are given the opportunity to express their learning through innovation. Children review prior learning through retrieval regularly to support the short term and long term memory. At Richmond Hill our teaching and learning is strengthened by research-based evidence – we believe learning is more effective spaced than blocked. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.  Children are encouraged to reflect on their learning and this gives them the opportunity to make links between prior learning and new. We welcome our parents and carers to take part in learning and experiences. All Children are able to learn in Forest School as well as the classroom taught by a specialist expanding skills and knowledge.

Early Years explore geographical themes and content primarily through the Understanding of the World strand of the EYFS curriculum. They are expected to know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another.

During Key Stage 1 pupils investigate their local area and a contrasting area, finding out about the environment in both areas and the people who live there. They begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom. They ask geographical questions about people, places and environments, and use geographical skills and resources such as maps and photographs.

Children develop their locational knowledge; learn the world’s 7 continents and 5 oceans. Learn about the 4 countries and capital cities of the United Kingdom and its surrounding seas. 

They compare similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country. The specific geographical locations selected for these comparisons are selected to link to other areas of the curriculum to allow for cross-curricular work and development.

They will identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world. They will begin to use geographical vocabulary.

Children will learn to use world maps, atlases and globes; simple compass directions; aerial photographs and plan perspectives.

Through Key Stage 2 pupils extend and develop their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America.

They extend their locational knowledge when they learn to locate and name European countries as well as North and South America countries, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities. In addition to this, they extend their locational knowledge to be able to name and locate counties and cities of the United Kingdom.

They build on their understanding of place by comparing the geographical similarities and differences of a region of the United Kingdom, a region of a European country and a region within North or South America (as in Key Stage 1, the specific geographical locations selected for these comparisons will be selected to link to other areas of the curriculum to allow for cross-curricular work and development).

In Key Stage 2 children continue to develop geographical skills and fieldwork skills. They learn to use maps, atlases and globes and digital/computer mapping; compass directions; 4 and 6-figure grid references, symbols and keys and the Ordnance Survey maps. They also observe, measure, record and present features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.   


Evidence in books and pupil voice show a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge.  Children review their successes and reflect on what they have learned comparative to their starting points at the end of every project.  As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context.  Geographical understanding is monitored through quizzing, activating retrival skills, ensuring learning is embedded in long term memory and that they are well prepared for the next steps of their education.

Click on the link to view our Geography Skills Progression

Geography through school

Geography in EYFS

The most relevant statements for geography are taken from the following areas of learning:

Three and Four-Year-Olds


  • Understand position through words alone. For example, “The bag is under the table,” – with no pointing.
  • Describe a familiar route.
  • Discuss routes and locations, using words like ‘in front of’ and ‘behind’.

Understanding the World

  • Use all their senses in hands-on exploration of natural materials.
  • Begin to understand the need to respect and care for the natural environment and all living things.
  • Know that there are different countries in the work and talk about the differences they have experienced or seen in photos.


Understanding the World

  • Draw information from a simple map.
  • Recognise some similarities and differences between life in this country and life in other countries.
  • Explore the natural world around them.
  • Recognise some environments that are different to the one in which they live.


Understanding the World

People, Culture and Communities

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and (when appropriate) maps.

The Natural World

  • Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
  • Understand some important processes and changes in the natural world around them, including the seasons.





















Click on the links to view our Knowledge Organisers for each year group

Year 1 Childhood   Year 1 Bright Lights, Big City   Year 1 School Days

Year 2 Movers & Shakers   Year 2 Magnificent Monarchs    Year 2 Coastline

Year 3 Rocks, Relics & Rumbles    Year 3 Through the Ages    Year 3 Emperors & Empires

Year 4 Misty Mountains, Winding Rivers Year 4 Ancient Civilisations   Year 4 Invasions

Y5 Dynamic Dynasties      Y5 Groundbreaking Greeks       Year 5 Sow, Grow and Farm

Year 6 Frozen Kingdom   Y6 Britain at War    Y6 Maafa








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Richmond Hill Primary Academy

Melton Road, Sprotbrough, Doncaster, DN57SB

01302 782421


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