Hale CE Primary School- Curriculum Design- Geography

Our vision is founded on Matthew 5: 14-16

“You are the light of the world. A city set on a hill cannot be hidden. Nor do people light a lamp and put it under a basket, but on a stand, and it gives light to all in the house.  In the same way, let your light shine before others, so that they may see your good works and give glory to your Father who is in heaven.” (Matthew 5:14-16)

At Hale CE Primary School, Geography is a vital subject that supports our whole‑school curriculum intent and Christian vision. Through Geography, pupils develop a deep understanding of the world, their place within it, and their responsibility to care for God’s creation.

Our Geography curriculum is designed to encourage children to “Be the Light” by becoming Ready, Respectful and Responsible global citizens. Pupils learn about diverse places, people and environments, developing empathy, curiosity and respect for the natural and human world. Geography equips children with knowledge of physical and human processes, whilst empowering them to think critically about sustainability, environmental change and future challenges.

Be Ready

Be Respectful

Be Responsible

A Geography curriculum that builds secure geographical knowledge and skills, enabling pupils to understand location, place, and physical and human processes, and to apply this learning confidently across different contexts.

A Geography curriculum that develops respect for people, places and environments. Pupils learn to appreciate diversity, understand different ways of life and recognise the interdependence between communities and countries.

A Geography curriculum that encourages pupils to reflect on their role in caring for the world, promoting sustainability and making informed choices to protect environments and communities now and in the future.

A curriculum that encourages pupils to think logically about the human and physical impact on a local, regional and global level.

Curriculum Approach

Geography is taught as a discrete subject, ensuring pupils develop the specific geographical knowledge, skills and vocabulary required to succeed. Learning is carefully sequenced to build on prior knowledge and to ensure progression from the Early Years through to the end of Key Stage 2.

The Geography curriculum places strong emphasis on:

• Locational knowledge, including local, national and global geography

• Understanding human and physical geography, such as settlements, climate, rivers and landscapes

• Developing fieldwork skills, including observation, recording and data collection

• Confident use of maps, atlases, globes and digital mapping

• Accurate use of geographical vocabulary

Local geography is a key starting point, enabling pupils to develop a secure sense of place before widening their understanding to the United Kingdom and the wider world. Fieldwork and outdoor learning are used wherever possible to bring learning to life and deepen understanding.

In the Early Years Foundation Stage, children begin to explore their immediate environment, talk about places that are special to them and recognise similarities and differences between locations. In Key Stages 1 and 2, teaching aligns with the National Curriculum for Geography, ensuring statutory content is securely covered by the end of each key stage.

Teachers provide rich opportunities for discussion, questioning and reflection, enabling pupils to make connections, explain their thinking and develop a strong geographical voice.

Impact

The impact of Geography teaching at Hale CE Primary School is evident in pupils who:

• Can describe and compare places using accurate geographical language

• Demonstrate secure understanding of human and physical processes

• Apply map and fieldwork skills with increasing confidence

• Show curiosity, care and responsibility towards the world around them

Pupils’ progress and attainment in Geography are monitored through a range of qualitative and quantitative measures, including book scrutiny, lesson observations, performance data from starting points, pupil voice and ongoing teacher assessment. This ensures that teaching remains ambitious, inclusive and aligned with our curriculum intent.