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Own-pace blocks · Geography

Geography: why we build where we build.

  • 14 topics, one per sprint, each taught twice: first in Years 4–6, then deeper in Years 7–9.
  • Every topic answers three questions: where do we build, how do we build, and what do we build with?
  • Each topic pairs a UK example with one from further afield.
Years 4–9England · United States · International BaccalaureateMapped

At a glance

  • Years 4–9covered
  • 14topics
  • 2published sources checked

Geography

The topics.

  • Reading the planetA map is the planet's site survey
  • Rivers: where life and cities startA river is a road, a tap and a power line in one
  • Rocks: what the ground is made ofThe planet is a layered cake, baked and squeezed
  • Mining: from the ground to your homeTreasure hunting with a geology map
  • Soil and fertile landSoil is the planet's kitchen garden
  • MountainsMountains are the planet's water towers
  • Ice and glaciersA glacier is a slow bulldozer and a frozen reservoir
  • Coasts, ports and sea routesSea routes are motorways with narrow toll gates
  • Weather and climateClimate is what you pack for; weather is what you wear today
  • Natural hazardsHazards are the planet's warning signs about where not to build
  • Where energy comes fromEvery place has its own energy pantry
  • Why cities grow where they doCities grow like crystals around a seed: a river, a port, a crossroads
  • People and populationPeople spread like water: towards what they need
  • Using the planet without using it upA bank account: spend the interest, not the savings

Geography

Stage by stage.

Years 4–6

First pass: what each topic is and where it happens

They can:

  • Read a simple map using compass points, scale and grid references
  • Say why the first cities grew beside rivers
  • Name the three kinds of rock and which make good building stone
  • Explain where people build, how, and with what
  • Compare a place in the UK with one from further afield
  • Where do we build?
  • How do we build?
  • What do we build with?
All 20 blocks
  1. Reading the planetMaps, compass points, scale, grid references. UK: An Ordnance Survey map of your area. Further afield: A satellite view of Dubai, past and present. Links: Maths: scale, coordinates, bearings.
  2. Rivers: where life and cities startRiver journey from source to sea; why the first cities sat on rivers. UK: London grew on the Thames. Further afield: Dubai grew on its creek, with no river at all. Links: History: first cities (Nile, Tigris, Indus, Yellow River).
  3. Rocks: what the ground is made ofIgneous, sedimentary and metamorphic rocks; which make good building stone. UK: Stonehenge: bluestones carried about 225 km from the Preseli Hills in Wales. Further afield: Coral stone and gypsum in old Gulf houses. Links: Science: the pantry map; History: Newgrange expedition (Ireland: stones shipped about 20 km from Clogher Head, then up the River Boyne).
  4. Mining: from the ground to your homeHow copper is found and dug out; tracing it to the wires in your walls. UK: Cornish tin and copper mines. Further afield: Gulf oil and gas, and metals imported for building. Links: Science: metals and electricity; Engineering: circuits.
  5. Soil and fertile landWhy food grows well in some places and not others. UK: The Fens: drained wetland turned farmland. Further afield: Date palms, oases and greenhouses in the desert. Links: History: food and farming lens; Science: plants.
  6. MountainsHow mountains form; living and building on slopes. UK: Snowdonia and the Lake District. Further afield: The Hajar Mountains and their wadis. Links: Science: forces; History: castles and defence.
  7. Ice and glaciersWhat glaciers are and the valleys they carve. UK: U-shaped valleys in the Highlands and Lake District. Further afield: No ice: fresh water comes from the sea instead. Links: Science: states of matter; energy.
  8. Coasts, ports and sea routesBeaches, cliffs and harbours; why ports grow. UK: Dover and the English Channel. Further afield: Jebel Ali port and the Strait of Hormuz. Links: History: trade lens; Maths: distances and data.
  9. Weather and climateWeather versus climate; climate zones of the world. UK: Pitched roofs for rain. Further afield: Wind towers that cooled homes before air conditioning. Links: Science: atmosphere and climate.
  10. Natural hazardsEarthquakes, volcanoes, floods and storms. UK: Flood defences like the Thames Barrier. Further afield: Building for heat, sand and rare flash floods. Links: Science: forces and waves; Maths: probability.
  11. Where energy comes fromSun, wind, water, coal, oil and gas: where each is found. UK: North Sea wind farms. Further afield: Gulf oil and gas, and one of the world's largest solar parks near Dubai. Links: Science: energy; History: energy lens.
  12. Why cities grow where they doVillages, towns and cities; what a city needs. UK: London: river crossing to world city. Further afield: Dubai: fishing and pearling village to global hub. Links: History: homes and cities lens.
  13. People and populationWhere people live and why. UK: Population of the UK by region. Further afield: A population that is mostly from other countries. Links: Maths: data and graphs.
  14. Using the planet without using it upReduce, reuse, recycle; where rubbish goes. UK: Recycling and landfill in the UK. Further afield: Desalination and saving water in the desert. Links: Science: Earth resources and recycling.
  15. Where would you build?A map with a river, hills and a floodplain: choose a site and justify it in two sentences
  16. Ground to homeOrder the steps from rock in the ground to the thing in your house
  17. Read the mapGrid references, scale, direction, contours
  18. UK or UAE?Compare how the two places solve the same problem
  19. Field photoPhotograph a real material, building or water feature near you and label it
  20. Hazard checkSpot the risk on a site and suggest how to build around it

In the PDF: the full objectives and the sprint plan. Get the map

Years 7–9

Second pass: how and why, with maps, data and cases

They can:

  • Use contours, six-figure grid references and satellite maps
  • Explain how a river erodes and deposits, and how floods are managed
  • Explain why hazards happen where they do and how buildings can cope
  • Trace where energy and metals come from, and what getting them costs
  • Plan a settlement on a real map and justify the site
All 18 blocks
  1. Reading the planetContours, six-figure grid references, satellite maps, GIS layers. UK: An Ordnance Survey map of your area. Further afield: A satellite view of Dubai, past and present. Links: Maths: scale, coordinates, bearings.
  2. Rivers: where life and cities startErosion and deposition, floodplains, flood risk and defences. UK: London grew on the Thames. Further afield: Dubai grew on its creek, with no river at all. Links: History: first cities (Nile, Tigris, Indus, Yellow River).
  3. Rocks: what the ground is made ofThe rock cycle; quarrying; why some buildings last thousands of years. UK: Stonehenge: bluestones carried about 225 km from the Preseli Hills in Wales. Further afield: Coral stone and gypsum in old Gulf houses. Links: Science: the pantry map; History: Newgrange expedition (Ireland: stones shipped about 20 km from Clogher Head, then up the River Boyne).
  4. Mining: from the ground to your homeOres, smelting, supply chains; lithium and batteries; the cost to land and people. UK: Cornish tin and copper mines. Further afield: Gulf oil and gas, and metals imported for building. Links: Science: metals and electricity; Engineering: circuits.
  5. Soil and fertile landDeltas and floodplains; irrigation; farming in deserts. UK: The Fens: drained wetland turned farmland. Further afield: Date palms, oases and greenhouses in the desert. Links: History: food and farming lens; Science: plants.
  6. MountainsPlates and folding; minerals in mountains; tourism and defence. UK: Snowdonia and the Lake District. Further afield: The Hajar Mountains and their wadis. Links: Science: forces; History: castles and defence.
  7. Ice and glaciersGlaciers as stores of fresh water; meltwater and hydropower. UK: U-shaped valleys in the Highlands and Lake District. Further afield: No ice: fresh water comes from the sea instead. Links: Science: states of matter; energy.
  8. Coasts, ports and sea routesCoastal erosion; trade routes and chokepoints such as the Strait of Hormuz. UK: Dover and the English Channel. Further afield: Jebel Ali port and the Strait of Hormuz. Links: History: trade lens; Maths: distances and data.
  9. Weather and climateDesigning buildings for the climate; changing climate and its effects. UK: Pitched roofs for rain. Further afield: Wind towers that cooled homes before air conditioning. Links: Science: atmosphere and climate.
  10. Natural hazardsWhy hazards happen where they do; earthquake-proof buildings; planning for risk. UK: Flood defences like the Thames Barrier. Further afield: Building for heat, sand and rare flash floods. Links: Science: forces and waves; Maths: probability.
  11. Where energy comes fromHydropower from rivers and glaciers; oil and gas; solar in deserts; the shift to renewables. UK: North Sea wind farms. Further afield: Gulf oil and gas, and one of the world's largest solar parks near Dubai. Links: Science: energy; History: energy lens.
  12. Why cities grow where they doLand use, transport, growth; planned cities. UK: London: river crossing to world city. Further afield: Dubai: fishing and pearling village to global hub. Links: History: homes and cities lens.
  13. People and populationMigration, population growth, density and change. UK: Population of the UK by region. Further afield: A population that is mostly from other countries. Links: Maths: data and graphs.
  14. Using the planet without using it upResources running out; sustainable building; water security. UK: Recycling and landfill in the UK. Further afield: Desalination and saving water in the desert. Links: Science: Earth resources and recycling.
  15. Plan a settlementChoose a site on a real map, justify it, and sketch the layout to scale. Stacks: Maths, Science, English
  16. Follow a thingTrace a copper wire or a phone from the mine to your hand. Stacks: Science, History
  17. Two homesCompare a UK house and a UAE house: materials, climate, energy, water. Stacks: Science, English
  18. Expedition geographyFor each Zero Point trip: rocks, rivers and why the site is where it is. Stacks: History

In the PDF: the full objectives and the sprint plan. Get the map

Geography

Where we take a different approach

  • England's curriculum lists places and processes. We cover much of the same ground (rivers, mountains, coasts, settlements, map skills, fieldwork), but we hang it on three questions, so every topic connects to the last.
  • Each topic links to another stack: maps to maths, rocks to chemistry, weather to physics.
  • Some of what England asks for is not covered: world countries and the Americas, latitude and longitude, and regions in Africa. The overlap table lists every gap.

Geography

How it overlaps England’s curriculum.

  • 7 covered
  • 17 covered differently
  • 2 not covered
All 26 statements
StatementWhere we teach itCoverage
KS2-G-01: Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America.G-maps-1, G-rivers-1, G-cities-1, G-Q-whereCovered differently Every topic has a UK example and one from further afield, which is the Gulf. Europe and the Americas are not planned.
KS2-G-02: This will include the location and characteristics of a range of the world’s most significant human and physical features.G-rivers-1, G-mountains-1, G-coasts-1, G-hazards-1, G-climate-1Covered differently Significant physical and human features are taught as topics (rivers, mountains, coasts, hazards) rather than as a tour of the world.
KS2-G-03: They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.G-maps-1, G-CARD-3, G-Q-where, G-Q-how, G-Q-whatCovered The three questions (where, how, what do we build with) give knowledge, understanding and skills one frame.
KS2-G-04: 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-Not covered World countries, Europe including Russia, and the Americas are not planned. The planning data is place-light. Flagged for the architect.
KS2-G-05: 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 timeG-cities-1, G-mountains-1, G-coasts-1, G-rivers-1, G-soil-1Covered differently UK cities, hills, mountains, coasts and rivers appear as examples (London, Snowdonia, Dover, the Fens). Counties are not named.
KS2-G-06: 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)-Not covered Latitude, longitude, the Equator, the Tropics and time zones are not planned. Climate zones (Weather and climate) touch some of this. Flagged for the architect.
KS2-G-07: 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 in North or South AmericaG-CARD-4, G-PROJ-3Covered differently UK against UAE comparisons build the skill. The contrast regions are in the Gulf, not Europe or the Americas.
KS2-G-08a: describe and understand key aspects of: physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycleG-rivers-1, G-mountains-1, G-climate-1, G-hazards-1Covered differently Climate zones, rivers, mountains, volcanoes and earthquakes are taught. Biomes, vegetation belts and the water cycle are not named.
KS2-G-08b: describe and understand key aspects of: 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 waterG-cities-1, G-coasts-1, G-energy-1, G-soil-1, G-rocks-1, G-mining-1Covered differently Settlement, ports and trade, energy, food and minerals each have a topic. Water follows at Years 7 to 9 (Using the planet without using it up).
KS2-G-09: use maps, atlases, globes and digital/computer mapping to locate countries and describe features studiedG-maps-1, G-CARD-3Covered Map reading is the first topic and a card type in every topic.
KS2-G-10: use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider worldG-maps-1, G-maps-2Covered differently Compass points, scale and grid references come at Years 4 to 6. Six-figure references and Ordnance Survey contours follow at Years 7 to 9.
KS2-G-11: 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 technologiesG-CARD-5, G-PROJ-4Covered differently A field photo card and expedition geography give first-hand observation. Sketch maps, plans and graphs are not named.
KS3-G-01: Pupils should consolidate and extend their knowledge of the world’s major countries and their physical and human features.G-rivers-2, G-mountains-2, G-coasts-2, G-people-2Covered differently Major features are deepened through the second depth of each topic. The major countries of the world are not a separate strand.
KS3-G-02: They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time.G-rivers-2, G-mountains-2, G-rocks-2, G-ice-2, G-coasts-2Covered Erosion, plates and folding, the rock cycle and glaciation show how processes shape landscapes over time.
KS3-G-03: In doing so, they should become aware of increasingly complex geographical systems in the world around them.G-Q-where, G-Q-how, G-Q-what, G-hazards-2Covered differently Topics are linked by three questions and by the other stacks, so systems are seen together. Systems thinking is not named as a separate skill.
KS3-G-04: They should develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources.G-maps-2, G-people-2, G-CARD-3Covered differently GIS layers, data and graphs are used. Models and theories are not named.
KS3-G-05: In this way pupils will continue to enrich their locational knowledge and spatial and environmental understanding.G-maps-2, G-sustain-2Covered differently Locational knowledge deepens through the second depth of each topic. Environmental understanding is strongest in the sustainability topic.
KS3-G-06: extend their locational knowledge and deepen their spatial awareness of the world’s countries, using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major citiesG-soil-2, G-ice-2, G-coasts-2, G-energy-2Covered differently Hot deserts (the Gulf), polar ice and the Middle East appear. Africa, Russia, China and India are not named.
KS3-G-07: understand geographical similarities, differences and links between places through the study of the human and physical geography of a region in Africa and a region in AsiaG-CARD-4, G-PROJ-3, G-energy-2Covered differently The Gulf stands for a region in Asia. No region in Africa is planned.
KS3-G-08a: understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in: physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coastsG-mountains-2, G-rocks-2, G-ice-2, G-climate-2, G-rivers-2, G-coasts-2Covered differently Plates, rocks, climate change, glaciation, rivers and coasts are taught. Weathering and geological timescales are not named.
KS3-G-08b: understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in: human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resourcesG-people-2, G-cities-2, G-mining-2, G-energy-2, G-sustain-2Covered differently Population, urbanisation and use of natural resources are taught. International development and the economic sectors are not named.
KS3-G-09: understand how human and physical processes interact to influence and change landscapes, environments and the climate; and how human activity relies on the effective functioning of natural systemsG-climate-2, G-hazards-2, G-mining-2, G-sustain-2Covered Designing for climate, planning for risk and the cost of mining to land and people link human activity to natural systems.
KS3-G-10: build on their knowledge of globes, maps and atlases, and apply and develop this knowledge routinely in the classroom and in the fieldG-maps-2, G-CARD-3Covered Maps are built on in the second depth of the first topic and in every topic's map card.
KS3-G-11: interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographsG-maps-2Covered Contours, six-figure grid references and satellite maps are in the second depth of Reading the planet.
KS3-G-12: use Geographical Information Systems (GIS) to view, analyse and interpret places and dataG-maps-2Covered GIS layers are named in the second depth of Reading the planet.
KS3-G-13: use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex informationG-CARD-5, G-PROJ-4, G-PROJ-3Covered differently Fieldwork and UK against UAE contrasts are planned. Collecting and analysing data in the field is not specified.

Geography

How we checked.

  • England's programmes of study are the spine. Each objective is checked against United States and International Baccalaureate.
  • 2 published sources, listed in the PDF.
  • Last checked October 2026.

Changes ahead

  • England's reformed national curriculum is due from September 2028. We will check the overlap table again when it is published.

PDF

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The full year-by-year objectives, mapped against England, the US and the IB, with the sprint plan and every source we used.

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