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Market Drayton Junior School

Market Drayton Junior School

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In Geography pupils develop their knowledge of people and places to understand the physical, social and economic forces which shape those places and the lifestyles of the people who live there. We study local areas/issues and extend these studies into the wider world. The children learn to use maps to locate cities, countries, mountain ranges, rivers, seas and oceans. They use atlases, photos and the internet to explore the environment and economics of those countries which they study. They then use the skills they have developed in literacy, numeracy and technology to report and record their findings.

Special Education Needs in Geography


How do we ensure all children can access geography lessons?


Effective quality first teaching is the key to enabling all children to participate and develop their geographical knowledge and skills. Differentiation within lessons is a vital component to ensure that a balance of support and challenge are achieved for all abilities. This is the same in every subject and differentiation is adjusted as expectations of individual pupils rise through progress. Challenge and support specific to geography may include; varying the types of sources used, first hand experiences, some pre-teaching as well as using more advanced vocabulary or providing picture clues and definitions for those needing more support.


Pupils not secure within a lesson sequence are noted and adjustments made to the differentiation or level of support given. (Similarly, added challenge is given if pupils are identified as requiring it.) Mini plenaries throughout lessons help to identify these children. This may be noted by the teacher through questioning or the use of written work.

The national curriculum for geography aims to ensure that all pupils:


  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes;
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time;

    are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes;
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS);
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

The following topics are covered:





Y 3

Roaming Romans  Looking at the

spread of the Roman Empire across Europe.

A river runs through it

Exploring a river’s journey from source to mouth.
Local river study.


Le Cafe

Location of France

and towns / rivers
in France



Y 4

Food for Thought

Similarities and differences of a region in the UK and South America. 
Origins of food and food miles. Making a difference –

carbon footprint.


Comparing Rivers

The Amazon, Nile, Thames and the Severn.


Charles Darwin
linked to explorers

Y 5

It’s All Greek to Me!

Where Greece is today. Ancient Greek maps



Peaks, Tremors and Eruptions

Mountains, volcanoes and earthquakes


Y 6

Over the Border

Mini comparison of Market Drayton
and Arthog


European Study

UK & European comparison of human & physical features (economic activity and trade links)

Geography and History Curriculum

Geography Enquiry Questions

Interactive Bar