Geography

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Where are all the people?

Why does population change?

What is a population pyramid?

What challenges can a growing population present?

What challenges do people face living in slums?

What challenges can an ageing population present?

How can we make sure there is enough food for everyone on Earth?

How is the population distributed in the UK?

"A lack of food is the biggest population challenge of our time": to what extent do you agree? (Part 1)

"A lack of food is the biggest population challenge of our time": to what extent do you agree? (Part 2)

Population

What is globalisation?

How has globalisation changed the way we communicate?

How does globalisation affect trade?

What does globalisation have to do with fashion?

Where were your clothes made?

What does globalisation have to do with food?

Where does our food come from?

Where will globalisation lead us?

How globalised is your life?

What impact has globalisation had on your life

Globalisation

Day and night

Longitude and time zones

The International Date Line and time

Travel and time

Using digital maps to plan a trip to a different time zone

This unit provides a foundation for subsequent work in KS3.

This unit builds on 'Climate zones: What are they and why do they matter?', and also on 'Europe: How diverse are its landscapes and places'' and 'The Americas: How diverse are its places and landscapes?', which sequentially build pupils’ knowledge of the importance and location of significant lines of longitude and latitude on planet Earth, and deepens their understanding of time zones.

This unit explores the relationship between the Earth's rotation, day and night, and time zones. Pupils learn how longitude affects time, investigate the International Date Line, and consider what happens when we travel across the globe.

Time zones: can we time travel on planet Earth?

The causes of earthquakes

Measuring earthquakes

The location of major earthquake zones

Earthquakes and tsunamis: Honshu, Japan, 2011

Preparing and responding to earthquakes

People and earthquakes: Turkey, 2023

Using digital maps to identify patterns of earthquakes around the world

This unit provides a foundation for 'Coasts: Diversity and change', which investigates very different physical processes and their impact on people and the environment.

This builds on 'Mountains and volcanoes: What, where and why?', extending and deepening pupils’ understanding of Earth processes, focusing on tectonic plates, earthquakes and their impact on people and the environment. 

This unit explores the causes and effects of earthquakes. Pupils learn where and why they occur, how they are measured, and what can be done to prepare for and respond to them. Case studies include Japan (2011) and Turkey (2023).

Earthquakes: how do they change the world?

The geography of food

Changes in the foods we eat

Sourcing our food

The distance food travels

Making our food

World food supplies

Food and climate change

The future of food production

This unit provides a foundation for 'Global trade: How do we get our stuff?'.

It builds on 'South America: Why does the Amazon matter?', 'Land use: How diverse are local and UK landscapes?', 'UK region: Why is the Lake District a National Park?' and 'Europe: How diverse are its landscapes and places?', extending and deepening pupils’ understanding of economic activities through investigating food production, processing, distribution and consumption at a range of scales.  

This unit explores how food is produced and distributed, both locally and globally. Pupils investigate where different foods come from, how diets are changing, and what environmental and social factors shape food production and supply.

Farms and factories: where does our food come from?

The coast of the UK

Mapping the coast

Coastal erosion

The changing coastline

Protecting the land

Coastal habitats and ecosystems

Coasts and tourism

Coasts and the future

This unit links to 'Global trade: How do we get our stuff?' by understanding how coastal development and jobs are linked to trade and travel. 

This unit develops the idea of land use in 'Farms and factories: where does our food come from?' and revisits briefly 'Settlements: Where do people live and why?' in considering coastal settlements, and also builds on the idea of sustainable travel explored in 'Sustainable world: Does it matter how we live?'.

This unit explores how coastal landscapes form and change. Pupils learn about erosion, habitats and human activity at the coast, and investigate how coastal environments are used, protected and managed in the face of ongoing change.

Coasts: what happens where the land meets the sea?

Global trade

Imports and exports

Supermarkets and global supply chains

Patterns of production

Global transportation of goods

Ethical trading

This unit provides a foundation for moving on to 'Around the world in 80 days: What have we learned in primary geography?'.

This unit builds directly on 'Natural resources: What are they, where are they and why are they important?', extending and deepening pupils’ understanding of global interconnectedness by investigating how their everyday lives are linked to distant people and places through trade, technology and culture.

This unit explores global trade and how goods are produced, transported and consumed around the world. Pupils investigate imports, exports, supply chains and the role of ethical trading in shaping how we access everyday items.

Global trade: how do we get our stuff?

Geography is all around us

Geography in the news

Geographical skills: Describing the UK

The role of geographers: focus on Europe

Environmental geography: focus on North and South America

Contrasting climates: Asia and Antarctica

Tourism: Oceania

Natural resources and sustainability: focus on Africa

This unit provides a foundation for work in KS3.

This unit builds on all previous units, inviting pupils to consider the value of geography to them and the world.

This unit revisits key geographical themes through a global journey. Pupils explore news stories, regional features and environmental issues across all continents, using maps, data and fieldwork skills to reflect on what it means to think like a geographer.

Around the world in 80 days: what have we learnt about our world?

Geography

Choose a previously released unit (2)

These lessons will be removed by the end of the Spring Term 2026.

Choose a unit (6)