INTENT

Our aim is to design an ambitious, inclusive and well-sequenced Geography curriculum that ensures all pupils — regardless of background, starting point or need — achieve well and develop the knowledge, skills and vocabulary they need to succeed.

Our curriculum intent is to:

enable secure, deep learning through carefully selected disciplinary knowledge and concepts;

develop confident, independent learners with strong learning behaviours and resilience, sparking curiosity about the world, to develop knowledge, build on essential geographical skills (like map reading, data analysis), understand physical and human processes shaping places, foster appreciation for diversity and sustainability, and empower children to become informed global citizens with critical thinking and problem-solving abilities for real world issues, using both classroom learning  and fieldwork. 

ensure the curriculum is accessible and equitable for SEND, EAL and disadvantaged pupils;

ensure pupils experience a broad and enriching curriculum that builds cultural capital and supports their personal development;

support children’s well-being, curiosity and sense of belonging through meaningful subject experiences.

Our intent reflects the aims of the national curriculum and our local school context. It prepares pupils for the next stage of learning and for life beyond primary education.

IMPLEMENTATION

Curriculum Design and Sequencing

We use Primary Knowledge Curriculum as a core framework to support the teaching of geography ensuring National Curriculum requirements are met.

The scheme is first reviewed and adapted within our curriculum overview to ensure it meets the needs of our pupils and aligns with our school context. Teachers then further adapt and enhance the scheme within lessons, responding to pupils’ emerging needs and ensuring a high-quality, personalised approach that addresses barriers to learning.

Teaching & Learning

Teachers use evidence-informed practice, including:

Modelling of processes, thinking, vocabulary and pedagogy:

Guided and independent practice, gradually removing scaffolds;

High-quality questioning to deepen and check understanding; developing enquiry skills, encouraging questioning (where, what and why?)

Structured discussion and partner talk to support oracy, reasoning and language development;

Feedback that helps pupils improve and refine their work;

Working walls that evolve throughout the unit and provide accessible modelling, vocabulary and worked examples.

Knowledge organisers detailing subject-specific vocabulary and provide visuals.

Hands on fieldwork and creative activities.

Linking other subjects including ICT to focusing on key strands like locational, knowledge, place knowledge, human/physical features and geographical skills.

Provide real life connections, relating geography to the children’s lives, local environments and current events.

Providing opportunities for reflection – reflecting on current learning and themselves as global citizens.

 

Inclusion (SEND, EAL, Disadvantaged)

We maintain high ambition for all pupils by ensuring:

High expectations for all pupils, with scaffolds rather than simplification where appropriate;

explicit vocabulary instruction and visual resources support language development;

targeted interventions reinforce key concepts and language;

technology, adapted resources or alternative methods of recording are used where appropriate;

higher-attaining pupils receive challenge that deepens thinking and application.

 

Assessment & Monitoring of Learning

Subject leaders monitor teaching, pupil outcomes, planning and progression to ensure the curriculum is delivered effectively. Staff receive ongoing CPD to strengthen subject knowledge and pedagogy. Leaders regularly review the curriculum, adapting units annually in response to evaluation and emerging needs. Governors are kept informed of strengths, developments and priority areas within the subject.

 

Behaviour, Engagement & Wellbeing in Learning

Embedded within teaching are:

clear routines that promote focus and positive learning behaviours;

high expectations for engagement, effort and collaboration;

opportunities for pupils to build confidence, resilience and independence;

supportive, calm learning environments that enable all pupils to succeed.

 

Leadership & Quality Assurance (within the subject)

Subject leaders monitor teaching, pupil outcomes, planning and progression to ensure the curriculum is delivered effectively. Staff receive ongoing CPD to strengthen subject knowledge and pedagogy. Leaders regularly review the curriculum, adapting units annually in response to evaluation and emerging needs. Governors are kept informed of strengths, developments and priority areas within the subject.

 

The implementation of the subject is further detailed in each subject’s non-negotiables document.

 

IMPACT

The impact of the curriculum is seen in:

pupils’ secure knowledge and vocabulary, demonstrated through learning outcomes;

strong progress from starting points for all groups, including SEND, EAL and disadvantaged pupils;

high-quality outcomes that reflect depth of understanding and pride in work;

pupils who can articulate their learning confidently and explain concepts using subject-specific vocabulary;

positive learning behaviours, independence and perseverance;

sustained engagement and attendance in lessons, reflecting enjoyment and motivation;

pupils who are ready for the next stage of their education, meeting or exceeding age-related expectations.

 

Impact is monitored through:

work scrutiny, assessment data, pupil voice, teacher feedback, and lesson visits;

analysis of progress for groups and individuals;

evaluation of the balance, breadth and ambition of the curriculum;

annual subject reviews identifying strengths and next steps.