GEOGRAPHY

October 2025

 

 

 

“The study of geography is about more than memorizing places on a map, it’s about understanding the complexity of our world, appreciating the diversity of the cultures that exist across continents and, in the end, it’s about using all that knowledge to bridge divides and bring people together’.  Barack Obama

 

The National Curriculum for Geography aims to ensure that all children:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  • - collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • - interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • - communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

 

Intent – What are we aiming to achieve?

 

It is our intent for the Geography element of our school curriculum to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. By revisiting these areas of learning regularly children will remember more, know more and understand more. As pupils progress, their growing knowledge about the world will help them to deepen their understanding of the interaction between physical and human processes and of the formation and use of landscapes and environments. We want our children to gain confidence in, and have practical experiences of, geographical knowledge, understanding and skills so they can explain how the Earth’s features are shaped, interconnected and change over time.

Inclusion

At our school, Geography is an inclusive subject where every pupil is supported to access a broad, ambitious curriculum. We recognise that learners arrive with different strengths, experiences, and needs, and we ensure that teaching is carefully adapted so all pupils can achieve success and develop as confident geographers.

We promote inclusion in Geography through:

Adaptive Teaching

  • Lessons are planned with high expectations for all pupils but include scaffolds, models, visual supports, and targeted questioning.
  • Tasks are broken down into manageable steps when needed, with opportunities for pupils to revisit and consolidate key knowledge.
  • Teachers work closely with the SENCO to implement strategies aligned with individual pupil profiles.
  • Alternative methods of recording (e.g., voice notes, diagrams, structured writing frames, supported research) enable pupils to demonstrate geographical understanding without barriers.
  • Sensory and processing needs are considered when selecting resources, organising fieldwork, and planning classroom activities.
  • All pupils, including the most able, are extended through enquiry-based learning, open-ended tasks, and opportunities to apply geographical knowledge in new contexts.
  • Key geographical vocabulary is explicitly taught and revisited throughout the curriculum.
  • Word banks, visual prompts, and structured talk activities support pupils with EAL and those requiring language development.

Cultural Diversity

  • Pupils explore a range of global contexts, cultures, and environments to understand the diverse world they live in.
  • Resources and case studies are selected to reflect a range of perspectives and avoid stereotypes.
  • Pupils’ own lived experiences and cultural backgrounds are valued and used to deepen geographical learning.

Fieldwork

  • Fieldwork is planned so every pupil can participate meaningfully. Adjustments are made for mobility, sensory needs, or other individual requirements to ensure equity of experience.

 

INTENT AND INCLUSION DOCUMENT

GEOGRAPHY OVERVIEW DOCUMENT YEAR A

GEOGRAPHY OVERVIEW DOCUMENT YEAR B

SKILLS PROGRESSION DOCUMENT KS1

SKILLS PROGRESSION DOCUMENT KS2

KNOWLEDGE PROGRESSION DOCUMENT KS1

KNOWLEDGE PROGRESSION DOCUMENT KS2

ASSESSMENT SUITCASES DOCUMENT KS1

ASSESSMENT SUITCASES DOCUMENT KS2