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.

Our aim at Launton CE Primary School is to encourage pupils to develop an appreciation and understanding of the world, initially building a secure physiological and social knowledge of the local community and subsequently developing and applying this to a wider range of regions, countries and continents of the world. Pupils will be taught to make links between these areas of learning, with the aim of developing engaged, motivated and curious learners that take an interest in the world around them.

Our Geography curriculum has been designed to cover all of the skills, knowledge and understanding as set out in the National Curriculum. The National Curriculum states that ‘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.’

To ensure that pupils develop a secure knowledge that they can build on, our Geography curriculum is designed to competently cover the four main strands: Locational Knowledge; Place knowledge; Human and Physical Geography; Geographical Skills and Fieldwork. When covering each of these strands, the content will be carefully sequenced and covered unambiguously by each year group; staff will model explicitly the subject-specific vocabulary and skills relevant to the unit. 

Geography assessment is ongoing to inform teachers with their planning lesson activities and differentiation. Summative assessment is completed at the end of each topic where geography objectives have been covered; an objective tracker is used to inform leaders of school improvements or skills that need to be further enhanced.  Pupil voice is also used to enable leaders to assess the impact of the Geography curriculum and whether pupils know more and remember more Geography specific terms and content. Book monitoring throughout all year groups also takes place once a term to compliment this.