Geography Subject Leader: Mrs S Abnett
Geography encourages pupils’ awareness of what is around them globally and locally, by enhancing their knowledge of countries, regions, cultures, and environments.
Intent
At Whitehill Primary, we aim to inspire curiosity and a lifelong fascination with the world and its people. Our Geography curriculum encourages children to be inquisitive, to question the information they are presented with, and to develop a deep understanding of places, environments, and the connections between them. Pupils learn where they are located within the world and the United Kingdom, how to use a range of tools and resources to explore locations, and how to describe, compare, and appreciate contrasting landscapes and environments.
Geography at Whitehill is an engaging, enquiry-led subject that seeks answers to fundamental questions: Where is this place? What is it like? Why is it like this? How and why is it changing? How does this place compare with others? How and why are places connected? Through exploring these questions, children develop the knowledge and vocabulary needed to describe places, understand human and physical processes, and engage confidently in geographical discussions.
Our curriculum is carefully designed to help pupils understand the interaction between human actions and natural phenomena, how these can impact local and global environments, and how individual choices have wider implications for society and the planet. Geography learning develops both knowledge and practical skills, starting with local environments, then moving to the United Kingdom and the wider world. Where appropriate, authentic cross-curricular links are used to deepen understanding and provide meaningful opportunities to apply knowledge in different contexts.
Through this approach, our pupils become thoughtful, informed, and responsible citizens with the skills, knowledge, and curiosity to explore and appreciate the world around them.
Implementation
Geography at Whitehill is delivered via a carefully sequenced progression, as set out in the school’s Geography Learning Progression Document. Each year group builds on prior learning: pupils develop geographical knowledge, skills and vocabulary in a coherent manner from early years through to Year 6. Lessons cover the full range of geographical strands: locational knowledge, place knowledge, human and physical geography, and geographical enquiry/fieldwork.
Teachers plan using long‑term and medium‑term maps to ensure coverage and progression. Each unit of work begins with baseline understanding (reviewing previous learning), then progresses through new knowledge and skills, including map work, use of atlases and other geographical resources, use of a range of tools (digital and non-digital), enquiry‑based tasks, comparison of different environments, and fieldwork or observational tasks where appropriate.
Opportunities are built in for cross‑curricular links, when relevant and meaningful; for example connections to science (physical processes, environment), history (human geography, settlements), maths (data, scale, coordinates), and literacy (reporting findings, discussion). Teachers adapt planning to suit the context, interests and needs of their class, and differentiate tasks to allow all pupils to access geography at the right level while offering challenge to more able learners.
Throughout, pupils are encouraged to use and develop precise subject‑specific vocabulary, organise and present their work clearly (e.g. maps, diagrams, written or digital reports), and to think and work like geographers; asking questions, exploring evidence, comparing places, reasoning about human and physical processes, and forming informed views about places and environments.
Impact
The impact of our Geography curriculum is reflected in the growth of pupils’ geographical knowledge, skills, and understanding over time. Teachers use ongoing formative assessment, through observation, discussion, questioning, and review of pupils’ work, to inform planning, lesson design, and differentiation. This ensures that pupils build a solid and cumulative understanding of geographical concepts, vocabulary, and enquiry skills.
At the end of each unit, teachers make formal judgements about attainment. Progress data is analysed three times a year, allowing the school to track how well pupils are doing against age‑related expectations and to identify where support or challenge is needed.
The quality of geography teaching and learning is monitored across all year groups using a variety of strategies including lesson observations, work and book scrutiny, staff questionnaires, and pupil interviews. This enables the subject leader to evaluate the effectiveness of the curriculum and its delivery, identify strengths and areas for development, and ensure consistency of high‑quality geography teaching.
Through this structured approach, pupils develop confidence in using geographical vocabulary, tools and resources; ability to locate and compare places; critical understanding of how human actions and natural phenomena shape environments; and a respect for different places and cultures. Many children develop lasting geographical enquiry skills and global awareness, supporting them to become informed, responsible and thoughtful citizens.
Geography in Each Stage
Children begin their geographical journey by exploring their immediate environment and communities. Through observational activities, simple maps or pictures, and talk about where they live and local features, pupils start to develop spatial awareness and basic locational understanding. They learn simple vocabulary related to place and environment and begin to show curiosity about the world around them.
Pupils build foundational geographical knowledge and skills. They learn to identify and name places in the United Kingdom and beyond, begin to understand basic physical and human features of places (such as land, water, buildings, communities), and use simple maps, atlases, and globes to explore location. They start to compare different places and notice similarities and differences in environments and communities. Through enquiry and discussion, children begin to appreciate that places are shaped by human and natural processes.
Lower Key Stage 2 (Years 3 & 4)
Children deepen their geographical knowledge with study of more complex physical and human geography, including land use, settlements, climate zones, rivers, coasts and global environments. They work with maps, grids, basic compass directions and begin to collect and interpret data (e.g. on weather or environment). Pupils learn to ask questions, compare regions, understand human impact on environments, and begin to connect local, national and global geography.
Upper Key Stage 2 (Years 5 & 6)
Pupils build on prior learning by exploring advanced geographical concepts: ecosystems, biomes, global trade, natural resources, climate change, tectonics and physical processes, and human‑environment interactions. They use atlases, maps (including grid references), digital tools where available, and undertake more complex enquiry projects including data collection, evaluation and comparison across different parts of the world. They consider sustainability, geography’s impact on society, economics and environment; developing critical thinking, global awareness and preparation for secondary education and beyond.
Geography Progression
Inclusion & Equal Opportunities
All children, including children with SEND are expected to participate in the learning of Geography. Through our Geography teaching, we provide learning opportunities that enable all pupils to make progress. We do this by setting suitable learning challenges and responding to each child’s different needs. Learning and activities may need to be adapted slightly per child’s needs so they are still able to engage in learning. Lessons will be a mixture of knowledge based and practical skills activities so all children will experience a range of learning opportunities during geography lessons.
Enrichment & Beyond the Classroom
Where possible, people with an interest, or expertise, in a particular topic or area of geography could be invited into school to work with the children. Geographical studies may also lead to fieldwork and visits to places of interest both locally and further afield. Links with the local planning department along with national and global charities are also used to enhance learning.
Geography Extra Resources
Further Geography Help
Fun Geography Games