Healthy Bodies, Healthy Minds, Healthy Futures

Intent

At Norman Pannell Primary School, our Geography curriculum is designed to develop children’s curiosity and fascination about the world and the people who live within it. We aim to inspire pupils to explore, discover and understand the diverse environments, cultures and landscapes that shape our planet.

Our curriculum fulfils the requirements of the National Curriculum for Geography by providing a broad, balanced and progressive programme of study. It ensures the development of geographical knowledge, skills and vocabulary across the school while fostering a lifelong interest in the subject.

We are committed to providing children with opportunities to investigate and enquire about their local area of Netherley, Liverpool and the surrounding region. Through this, pupils develop a strong sense of place, an understanding of their heritage and an appreciation of what makes their local environment unique.

Through their geographical learning, pupils are encouraged to develop an understanding of sustainability and the importance of protecting our planet. They learn how human actions can impact environments locally and globally and begin to recognise their role as responsible global citizens who can contribute positively to the future of the world.

Through high-quality teaching, we aim to develop the following characteristics of geographers:

• An excellent knowledge of where places are and what they are like, both in Britain and the wider world
• A secure and growing base of geographical knowledge and subject-specific vocabulary
• Fluency in geographical enquiry and the ability to ask and answer meaningful questions
• The ability to analyse information, reach clear conclusions and explain findings
• Well-developed fieldwork skills and the ability to collect, interpret and present data
• The ability to express informed and balanced opinions about environmental and societal issues
• An understanding of sustainability and the responsibility we all share in caring for the world around us
• A developing awareness of global citizenship and respect for different cultures, communities and environments
• A genuine interest in geography and curiosity about the world and the people who live in it

Our curriculum is knowledge-rich and carefully sequenced, building skills and vocabulary progressively from EYFS through KS1 and KS2. In the Early Years Foundation Stage (EYFS), Geography learning begins through the Understanding the World area of learning, providing a strong foundation for future geographical understanding. In KS1, pupils continue to develop geographical knowledge and skills, preparing them with the foundational knowledge and vocabulary required to successfully access the Opening Worlds curriculum in Years 3–6.

Implementation

Our Geography curriculum is delivered through a coherent, knowledge-rich approach, ensuring progression in skills, knowledge and vocabulary across EYFS, KS1 and KS2.

Early Years Foundation Stage (EYFS)

• Geography learning is delivered through the Understanding the World strand of Development Matters.
• Children explore their local environment and develop an awareness of different people, places and communities.
• Vocabulary and knowledge are introduced and revisited regularly to support early geographical understanding.
• Practical, play-based activities and real-world experiences provide the foundation for geographical learning.

Key Stage 1

• Geography builds upon EYFS experiences by focusing on local environments, mapping skills and identifying key human and physical features.
• Pupils begin to develop geographical vocabulary systematically.
• Children engage in simple fieldwork and enquiry-based tasks to explore the world around them.
• Retrieval practice and regular revisiting of knowledge help pupils retain and build upon prior learning.

Key Stage 2 (Years 3–6)

• Pupils follow the Opening Worlds programme, a progressive, knowledge-rich curriculum designed to develop subject expertise in Geography.
• Lessons are carefully sequenced so that each year builds upon prior knowledge, vocabulary and geographical concepts.

Teaching is rooted in effective pedagogical approaches, including:

• Explicit teaching of key knowledge and subject-specific vocabulary
• Retrieval practice to strengthen long-term retention of learning
• Clear explanations and modelling to secure understanding
• Opportunities to connect prior learning with new knowledge
• The use of high-quality resources such as atlases, maps, images, texts and digital tools

Fieldwork, geographical enquiry and opportunities for discussion are embedded throughout the curriculum to ensure learning is meaningful and applied.

Across the School

• A consistent approach from EYFS to KS2 ensures continuity and progression in geographical learning.
• Assessment is ongoing and formative, supporting teachers in monitoring knowledge acquisition and skill development.
• Monitoring activities such as book scrutiny, learning walks and pupil discussions help ensure teaching aligns with planned curriculum outcomes.
• Pupils are encouraged to articulate their understanding and make connections across topics, developing curiosity, critical thinking and independence.

Impact

The impact of our Geography curriculum is seen in pupils who develop secure geographical knowledge, use subject-specific vocabulary confidently and apply their skills to investigate and understand the world around them.

Pupils demonstrate curiosity about places and environments, an appreciation of global diversity and an understanding of sustainability and their responsibility as global citizens.

By the end of Key Stage 2, pupils will have:

• A secure understanding of local, national and global geography
• The ability to use maps, atlases and digital mapping tools confidently
• The skills to ask geographical questions, conduct fieldwork and interpret information
• An awareness of environmental issues and sustainability
• A growing understanding of their role as responsible global citizens who respect different cultures and communities

We measure the impact of our curriculum through a range of monitoring and assessment strategies, including:

• Termly assessment against the Understanding the World objectives in Development Matters in EYFS
• Termly book scrutiny and learning walks to ensure lessons reflect the planned curriculum
• Pupil voice through discussions about learning and understanding
• Ongoing formative assessment and end-of-topic assessment tasks
• Medium-term planning documents annotated by teachers to reflect adaptations and next steps
• Standardisation across the city to ensure accurate assessment of pupils’ work

If pupils are keeping up with the curriculum, we expect them to make at least expected progress.