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‘Geography underpins a lifelong “conversation” about the earth as the home of humankind.’
Geography Association

School Closure- Remote Learning Opportunities


Below are a range of different links to a range of different learning opportunities to use during the school closures. Explore and enjoy!


Live streams:

Year 5 and 6 - Ancient Greece:




General Geography:


World Geography Games: a range of games testing your knowledge of world geography.



Year 3 and 4 - South America

Learn about the countries, climate, population and capital cities that make up South America:






Learn about the different animals and habitats and how they have adapted within the rainforests:




Read all about what children in Costa Rica in South America are doing to conserve the rainforest:



Year 1 and 2 - Seasides

The Coast Video -https://central.espresso.co.uk/espresso/primary_uk/subject/module/video/item1065810/grade1/module1067404/index.html?source=search-all-KS1-all-all&source-keywords=coast 

 The Coast Book –  


Beach Vocabulary 

https://central.espresso.co.uk/espresso/primary_uk/subject/module/photo_gallery/item1067404/grade1/index.html Activity to go with Beach Vocabulary 



Geography Progression Document


How we teach Geography at The Round House

Our principal aim is to develop the children’s knowledge, skills and understanding in Geography and we use a variety of teaching and learning styles in order to achieve this. The use of ICE Zone learning within KS1 and LKS2 gives children a rich learning environment, in which they are immersed within the topic that they are studying. This in turn promotes a love of learning within the children. Building on this with whole class teaching in years 5 and 6, we believe that our school provides children with a broad range of learning opportunities throughout their primary education.  

We believe children learn best when: 

  • They are provided with opportunities to work independently or collaboratively 

  • They are encouraged to ask as well as answer geographical questions. 

  • They are able to explore using maps and atlases 

  • They have access to secondary sources such as books and photographs 

  • They are shown, or use independently, resources from the internet and videos 

  • They are able to use non-fiction books for research 

We recognise the fact that we have a wide range of abilities within our classes, and so we provide suitable learning opportunities for all children by offering a variety of different ICE Zone activities for pupils with KS1 and LKS2, as well as providing differentiated work within years 5 and 6.  

The role of the teacher should include: 

  • Providing children with both taught Geography lessons and the opportunity to explore through more independent activities. 

  • Encouraging pupils to engage in class discussions including asking and answering geographical questions.  

  • Providing an initial teacher-input at the beginning of an ICE Zone activity, then giving pupils the opportunity to work independently to demonstrate their understanding of a topic and to explore it in greater depth. 

  •  Providing suitable, good quality resources to enable children to learn effectively in geography lessons  

  • Setting clear expectations for the quality of work to be produced within geography sessions and explicitly teaching this to all pupils. This will be achieved also through specific success criteria that link to aspects of required learning. This also enables children to self-assess their work and edit as appropriate. 




Teaching within the ICE Zones: 

Every day, the children in both Years 1/2 and in Years 3/4 are split into two groups. One group stays with the class teacher and the other goes out into the ICE Zone. Here, they work with experienced TAs on their foundation subjects. 

This half class is then split again, so half of the children go into our outside ICE Zone area and half stay inside. Every single subject is spread across both ICE Zones so they children receive the best experiences possible. 

Teaching within EYFS 

Geography, although not taught explicitly within the Early Years classrooms, is evident in many of the different EYFS topics. Through a combination of exploratory play and class discussion, children start to develop their understanding of the world around them (and the geographical features of such world). Teachers and teaching assistants will provide opportunities for exploratory role-play, opportunity for class discussions and will encourage conversations that require children to reflect on the world around them. More details of how geography is taught with EYFS can be found below.  



Using the National Curriculum, every term, Year 1/2 and 3/4 teachers from the DLPT meet and collaboratively plan this intensive curriculum. As a group, every foundation subject is discussed and planned meticulously to link with the children’s topic.  The teachers also take ownership of each unit and introduce the topics to the children at the beginning of every term. Throughout the term, the teachers have a continuously updated overview of how and what the children are learning. 

Likewise, Year 5/6 teachers from The Round House work together to plan all foundation subjects, with the aim being that all lessons will relate to a specific topic which the children will be exploring that term. With the termly topics operating on a two-year cycle, all national curriculum objectives will be covered by the end of Year 6 


Children also have the opportunity to write at length at the end of each topic. Although the ‘essay’ is used to assess their knowledge and understanding of the relevant foundation subject, it provides them with additional opportunity to write for a purpose. 


Within the Early Years Foundation Stage, the EYFS Framework is used as a basis for all planning. Throughout the year, children learn about the weather, the seasons and the features in their local area. They talk about how different environments are similar/different to each other by packing a suitcase of clothes for Mr Monkey and a suitcase of clothes for Mr Penguin. During their topic on animals, they focus on animals that are camouflaged to suit the environments in which they live. Here, pupils develop an understanding of plants, animals, and both natural and found objects and to also show care and concern for living things and the environment. The children attend forest schools throughout the year which the children really enjoy and get a lot out of; they look at simple maps and encourage the children to use positional language to guide/direct another person around the map to find the treasure. During their topic of transport, EYFS pupils look at journeys to different places across the world in an aeroplane (role-play area) and talk about how these locations are similar/different to home and why. The children write postcards from their chosen location. During the topic of Chinese New Year, there is a focus of where China is in the world, how you would travel there and google maps is also used to show pupils some famous landmarks. 

Policy Document