This document shows how following our Geography: Long-term plan — mixed-age gives coverage of the national curriculum attainment targets in the Geography curriculum for Key Stage 1 and Key Stage 2.
It also shows cross-curricular links with other curriculum subjects to help inform your planning.
For National curriculum mapping, see the Geography subject leader hub.
This document shows which units cover the individual knowledge and skills statements in our Geography curriculum and accompanies our Geography: Progression of skills and knowledge.
Both of these documents are for use by schools who use our Geography: Long-term plan — mixed-age.
This document shows the skills covered in each year group from EYFS to Year 6 and which units focus on developing those skills.
Other related documents:
Copyright: While we encourage you to share this document within your school community, please ensure that it is only uploaded to your school website if it is password protected.
Discover how to create a safe and supportive learning environment for your pupils with careful consideration and planning.
In this webinar, subject specialist Sarah Huggins:
Also, see how our RSE and PSHE scheme can support your school in covering these topics effectively.
This document demonstrates how pupils understanding of key geographical concepts is expected to build as they follow the Kapow Primary Geography curriculum covering:
The geographical concepts covered include:
A Knowledge organiser that captures the essential knowledge and skills learnt throughout the unit Science, Year 5, Materials: Mixtures and separation.
This resource is designed to support the children as they explore mixtures and how they can be separated. It highlights key vocabulary and concepts, including mixtures, solutions and methods of separation such as sieving, filtering, using magnets and evaporation. The resource explains the difference between soluble and insoluble substances and the factors that affect how solids dissolve. It is perfect for consolidating essential knowledge and fostering an understanding of physical changes and practical scientific processes.
Updated for 24/25, the progression of skills and knowledge document shows when vocabulary is introduced in our History scheme of work.
This document shows the progression of key vocabulary across the disciplinary concepts, historical enquiry, substantive concepts and chronological awareness strands. The children do not need to retain vocabulary related to topic knowledge (e.g., ‘sarcophagus’ and ‘aqueduct’), so it is not shown in this document.
