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Geography – Year 5


Download our Year 5 Geography curriculum here.

Geographical Enquiry

Physical Geography

Human Geography

Geographical Knowledge

I can collect information about a place and use it in a report.
I can map land use.
I can find possible answers to my own geographical questions.
I can make detailed sketches and plans; improving my accuracy later.
I can plan a journey to a place in another part of the world, taking account of distance and time.
I can explain why many cities of the world are situated by rivers.
I can explain how a location fits into its wider geographical location; with reference to physical features.
I can explain how the water cycle works.
I can explain why water is such a valuable commodity.
I can explain why people are attracted to live by rivers.
I can explain how a location fits into its wider geographical location; with reference to human and economical features.
I can explain what a place might be like in the future, taking account of issues impacting on human features.
I can name and locate many of the world’s major rivers on maps.
I can name and locate many of the world’s most famous mountain regions on maps.
I can locate the USA and Canada on a world map and atlas.
I can locate and name the main countries in South America on a world map and atlas.

Purpose of study

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical tools and skills to enhance their locational and place knowledge.


Location knowledge
Locate the world’s countries, using maps to focus on Europe, North and South America concentrating on their environmental regions, key physical and human characteristics, countries and major cities.
Name and locate countries 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 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.
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.
Describe and understand key aspects of History-Mines, Science-Rock Types.
Distribution of natural resources focusing on energy (link with mining past History and eco-power in D&T).
Human geography including trade between UK and Europe and ROW.

Geographical skills and fieldwork
Use maps, atlases and 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 in the past and present and the wider world.
Use fieldwork to observe, measure and record the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs and digital technologies.

Possible topic:

Mining – ordnance survey

Possible topics:

French visit – link with school

Possible topics:

London visit – link with map work

  • "I like using innovative technology to engage and enhance the children's learning experiences and build resilience."  

    Miss Herlingshaw, Year 5
  • "I like working with the upper key stage 2 team to develop the children's thirst for life-long learning in preparation for secondary school and beyond."  

    Mrs Greenmon, Year 5
  • "I like promoting links with and developing the children's awareness of the local area through our ironstone mining topic."  

    Miss Alderson, Year 5
  • "Music is unbelievable! Performing all over the UK, broadcasting on the radio, singing with a 60 piece orchestra are just a touch of what we do at Normanby! Music has helped me grow in confidence."  

    Lily Booth, Year 5
  • "In Year 5, we have lots of opportunitie to participate in exciting sporting activities. I've enhance by biking expertise with 'Bikeability' by learning how to take my hands off the handle bars, signal traffic behind me without falling off and learning how to be more aware of the road around me." 

    Adam Harvey - Year 5
  • "Y5 artwork is phenomenal because we got to use a range of different art materials and study lots of different artists."  

    Konnie, Year 5
  • "Being a new pupil in Normanby is so cool, especially in Year 5 because we have awesome teachers and interesting research topics which make us want to learn even more!"  

    Harry, Year 5
  • "In Year 5, we have lots of fun using our iPads like a second brain to help us learn."  

    Mille, Year 5.


Normanby Primary School

Flatts Lane



Contact Details

Contact: Tina Hart

Tel: 01642 469529

Fax: 01642 467778

Normanby Primary School is a part of the Ironstone Academy Trust (A Company Limited by Guarantee)
Company Registration Number: 09040348 | Company Address: Normanby Primary School, Flatts Lane, Normanby, Middlesbrough, TS6 0PN