Year 5 Geography

National Curriculum Expectations for the end of Key Stage 2:

Children should be able to:

Locational knowledge

  • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
  • name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
  • identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge

  • understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography

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: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork

  • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied
  • use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
  • use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies.

At Gayton, by the end of Year 5, the expectation is that children will be able to:

  • use a globe and atlases to define the physical features of the River Nile
  • identify the continents, countries and major cities and physical landmarks
  • use atlases to identify locations of biomes
  • use atlases and globes to identify location of oceans; understand and articulate the process of the water cycle
  • identify and analyse reasons for the importance of the Nile.
  • identify then discuss impact of mountain ranges and rivers on human settlements.
  • consider and discuss reasons for positioning of major cities and the impact of proximity to water.
  • identify the four climatic zones and the relationship to biomes.
  • identify location of major world rivers; show understanding of the impact on human settlements and activity.
  • show an understanding of physical features of rivers
  • use digital mapping to define the physical features of the River Nile
  • identify the principal causes of global warming and its effects
  • show an appreciation of the impact of individuals on global warming: use of plastic, carbon footprint, recycling
  • produce a sketch map of the local area, showing land use and elevation, using geographical symbols