Year 4 Geography Scheme of Work
Year 4 geography is one of the most dramatic years in the primary curriculum, with pupils studying the powerful tectonic processes that create volcanoes and earthquakes. These phenomena capture pupils' imagination while also developing their understanding of the dynamic interior of the Earth and the plate tectonic theory that explains why these events occur where they do.
Alongside this physical geography, pupils undertake a European regional study — developing their sense of Europe as a diverse continent of different physical landscapes, climates, and cultures. The settlement and map skills units build on Year 3 foundations, introducing six-figure grid references and more complex land use patterns including urban sprawl, regeneration, and the challenges of managing growing cities. Fieldwork continues to be a central component, with pupils applying their mapping and data collection skills to increasingly complex geographical questions.
Expected prior knowledge
- ✓Understanding of how rivers shape landscapes through erosion and deposition.
- ✓Knowledge of settlement types and the factors that influence where people choose to live.
- ✓Ability to use four-figure grid references and read Ordnance Survey maps.
- ✓Familiarity with physical geography vocabulary including erosion, deposition, meander, and valley.
Units across the year
Six half-term units covering all strands of the KS2 Geography programme of study.
Volcanoes and Earthquakes
- –Describe and understand key aspects of physical geography, including volcanoes and earthquakes.
- –Understand the structure of the Earth and the theory of plate tectonics.
- –Locate major earthquake and volcano zones on a world map and explain their distribution.
- –Create a cross-section model of the Earth showing the crust, mantle, outer core, and inner core.
- –Plot earthquake and volcano locations on a world map and identify the pattern (tectonic plate boundaries).
- –Simulate an erupting volcano using bicarbonate of soda and vinegar, then explain the real process.
- –Study a named volcanic eruption (e.g. Eyjafjallajokull 2010 or Pinatubo 1991) and evaluate its impacts on people and the environment.
Settlements and Land Use
- –Understand human geography, including settlements and land use, economic activity, and how land use has changed over time.
- –Describe and understand how and why places change.
- –Study the growth of a UK city over time using historical maps and discuss the reasons for urban expansion.
- –Compare land use in the CBD (central business district), inner city, suburbs, and rural-urban fringe using photographs and data.
- –Investigate urban regeneration through a case study (e.g. the London Docklands or Salford Quays).
- –Discuss the issues caused by urban sprawl including loss of greenfield land, traffic congestion, and pressure on services.
Map Skills and Grid References
- –Use the eight points of a compass, four and six-figure grid references, symbols, and keys to build knowledge of the United Kingdom and the wider world.
- –Use fieldwork to observe, measure, record, and present the human and physical features in the local area.
- –Introduce six-figure grid references using a 1:25,000 OS map and practise locating features accurately.
- –Introduce the eight-point compass and use it to describe routes on an OS map.
- –Use digital mapping tools (Google Maps, Digimap) to investigate geographical questions about the local area.
- –Plan and carry out a map-reading orienteering activity in the school grounds or local park.
A European Region: Italy
- –Understand geographical similarities and differences through the study of human and physical geography of a region of Europe.
- –Locate a European region and describe its physical and human characteristics.
- –Compare a European region with the UK.
- –Locate Italy on a European and world map, identifying its physical features including the Alps, Apennines, and major rivers.
- –Research Italy's climate, comparing the Mediterranean south with the cooler, wetter north.
- –Explore Italy's major industries including tourism, agriculture, and manufacturing and link these to physical geography.
- –Compare a region of Italy (e.g. Tuscany or Sicily) with a region of the UK, identifying similarities and differences.
Progression into Year 5
In Year 5, pupils embark on a world-scale physical geography study — climate zones, biomes, and the extraordinary ecosystem of the rainforest — before considering human themes such as migration, population distribution, and the physical processes that shape coastlines.
Individual lesson plans
Full lesson frameworks — learning objectives, vocabulary, lesson structure, and common misconceptions — for each unit in this scheme.
View all Year 4 Geography lesson plans →