Geography
Our Geography curriculum inspires pupils to explore the complex relationships between people, places, and the environment. We equip children with the knowledge and skills to understand and respond to local and global challenges, preparing them to be informed citizens in a rapidly changing world.
We aim to develop curious, critical thinkers who can interpret the world through a geographical lens. Our curriculum is ambitious, carefully sequenced, and designed to balance physical and human geography, covering topics such as rivers, megacities, climate change, and trade.
From Reception to Year 6, pupils build progressively deeper knowledge and understanding. They develop key geographical skills such as map reading, fieldwork, data interpretation, and geographical vocabulary, while also learning to evaluate the impact of environmental change and human activity.
The curriculum is inclusive and accessible to all learners, with appropriate support and adaptations provided to meet individual needs.
How we teach geography
Geography is taught through a series of enquiry-based units, each framed by a “big question” that encourages pupils to investigate, reason, and reflect. This immersive and interactive approach includes practical activities, group work, fieldwork, and the use of maps, photographs, and digital tools.
Learning builds in small, structured steps to help pupils make connections and secure their understanding. Pupils are given varied ways to present their learning—such as presentations, concept maps, writing, and role play—to ensure knowledge is embedded and meaningful.
Fieldwork is an important part of our approach, allowing pupils to gather, interpret, and evaluate real-world geographical information outside the classroom.
Assessment is continuous and informed by a range of evidence, including discussions, written work, fieldwork, and practical activities. Teachers build a holistic picture of each pupil’s understanding over time and use this to plan next steps in learning.
At the end of each year, a summative judgement is made based on how well pupils have met the year’s learning goals—whether they are working towards, meeting, or exceeding expectations. This information is shared with parents as part of our commitment to tracking and supporting pupil progress.