Intent
Our geography curriculum, delivered through the Kapow Primary scheme of work, is ambitious, coherent and knowledge-rich, enabling all pupils to develop a secure understanding of the world, its people and its environments. We aim to inspire pupils to become curious and analytical geographers who can confidently question, observe and investigate places using a range of geographical skills, including fieldwork, data collection, map work and the analysis and presentation of findings.
The curriculum is carefully sequenced to build knowledge and skills progressively over time, helping pupils understand how geographical processes and human activity shape places and lives at local, national and global scales. Pupils are encouraged to be brave in their enquiry and independent thinking, kind in developing respect, empathy and responsibility towards people, cultures and the environment, and curious about the ever-changing world around them.
We want to empower our pupils with the knowledge, skills and confidence to understand global challenges, care for the planet and see themselves as active, responsible citizens. By developing geographical understanding and a strong sense of place, we aim to equip our pupils with the tools they need to take on the world and contribute positively to its future.
Implementation
Geography is implemented through the Kapow Primary Geography scheme of work, which provides full coverage of the National Curriculum and supports pupils in meeting end of key stage expectations. In EYFS, learning aligns with the Understanding the World Development Matters statements and Early Learning Goals, providing a strong foundation for progression into Key Stage 1.
The curriculum is structured around four key strands:
· Locational knowledge
· Place knowledge
· Human and physical geography
· Geographical skills and fieldwork
These strands are carefully sequenced through a spiral curriculum, ensuring that essential knowledge, vocabulary, skills and concepts are revisited and built upon with increasing depth and complexity. Key geographical concepts are woven across units rather than taught in isolation, enabling pupils to make meaningful connections and secure long-term understanding.
Learning is driven by open-ended enquiry questions, encouraging pupils to think critically, investigate real-world issues and apply their geographical knowledge and skills purposefully. Pupils regularly engage in fieldwork following an enquiry cycle of question, observe, measure, record and present, developing confidence in data collection and analysis both within the school grounds and beyond. This frequent, accessible fieldwork builds a deep understanding of pupils’ locality and provides a secure foundation for comparison with other places.
A range of teaching strategies is used, including independent work, paired and group tasks, practical activities, digital technologies and collaborative learning. Voice 21 oracy approaches are embedded throughout Geography lessons, enabling pupils to articulate ideas clearly, discuss and debate
viewpoints respectfully, present findings confidently and listen actively to others. This supports pupils in being brave communicators, kind listeners and curious thinkers.
Lessons are inclusive and adaptive, with clear guidance to support all learners and opportunities to challenge and extend understanding. Knowledge organisers support the recall of key facts and vocabulary, strengthening pupils’ geographical literacy and confidence.
Assessment for learning is integral to teaching. Teachers use questioning, observation, discussion and pupil outcomes to assess understanding and inform next steps. Each unit includes a knowledge catcher and unit quiz to support both formative and summative assessment. Progress is tracked across year groups to ensure pupils build securely towards end of key stage expectations, with evidence gathered through written work, fieldwork outcomes, discussions and presentations.
Impact
The impact of our geography curriculum is that pupils leave our school as confident, knowledgeable and articulate geographers, well prepared for further study and life beyond primary education.
By the time pupils leave our school, they will:
· Be curious geographers who can compare and contrast human and physical features and understand similarities and differences between places in the UK, Europe and the Americas.
· Be brave learners who confidently ask questions, carry out geographical enquiries, use maps and data, and present findings using appropriate methods and digital technologies.
· Be kind and responsible citizens who show respect and appreciation for the world around them, understanding how human actions impact the environment both positively and negatively.
· Have secure knowledge of physical geography, including climate, biomes, natural disasters, the water cycle and processes that change places over time.
· Understand how humans use land for economic and trading purposes and how the distribution of natural resources has shaped societies.
· Demonstrate strong locational knowledge, using compass points, grid references, maps, globes, atlases and digital mapping tools with confidence.
· Communicate effectively using Voice 21 oracy skills, explaining geographical concepts clearly, justifying opinions with evidence and listening thoughtfully to others.
· Successfully meet the Understanding the World Early Learning Goals in EYFS and the National Curriculum expectations for Geography at the end of Key Stage 1 and Key Stage 2.
Overall, the impact of our Geography curriculum is that pupils leave our school empowered with the knowledge, skills and values to understand the world, care for it and confidently take on the world as informed, thoughtful and active global citizens.