Purpose and aims


“A high-quality geography education should inspire in pupils 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. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.” (Department of Education, September 2013)


“The national curriculum for geography aims to ensure that all pupils: 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 processesunderstand 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 timeare 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.” (Department of Education, September 2013)


Our curriculum is categorised in two ways: Breadth – which gives pupils experiences to explore locational knowledge; place knowledge; human and physical geography; and geographical skills and fieldworkDepth – which helps pupils think deeply on complex and abstract tasks which involve problems with multiple steps or more than one possible answer. Whilst coverage is our goal for the breadth elements, repetition and increasing understanding is our goal for the ‘depth’ elements.  Our curriculum drivers – reflection, initiative, diversity – shape our teaching of Geography so that every opportunity is taken to relate Geography to the needs of our pupils.  Geography is studied throughout the academic year and across EYFS, KS1 and KS2 so that pupils gain a growing development and understanding of the skills, design and processes in our Geography curriculum.  In depth Theme weeks provide context and inspiration for independent engagement and involvement of the pupils.  

Progression and Assessment

Our curriculum has four three key objectives: to investigate places, to investigate patterns, to communicate geographically. We set our expectations around three milestones with indicators of: basic, master and greater depth. It is expected that the majority of children with have an expected understanding at the end of each miles stone and some will have a greater depth understanding. We assess pupils’ depth of understanding regularly.

Monitoring, evaluation and improvement

This is on-going and completed by the Geography leader and relevant members of the school team.

Geography Progression of Knowledge and Skills Document Download