Intent

At Norman Pannell Primary School our Geography curriculum aims to inspire curiosity and fascination about the world and its people. It is designed to equip pupils with knowledge about diverse places, environments, and communities, as well as understanding human and physical processes.

We want pupils to develop:

• Knowledge and understanding of places, people, and environments, from the local area to the wider world.
• Geographical skills, including map work, data interpretation, observation, and investigation.
• An appreciation of diversity and respect for people, cultures, and environments globally.
• Curiosity, critical thinking, and independence in exploring and understanding the world.

Our curriculum is knowledge-rich and sequenced, building skills and vocabulary progressively from EYFS through KS1 and KS2. In the Early Years Foundation Stage (EYFS), Geography teaching begins with developing children’s ‘Understanding of the World’, providing a solid foundation for future learning. In KS1, we continue to develop geographical knowledge and skills so that pupils are prepared to access the Opening Worlds programme in Years 3-6.

This structured approach ensures continuity and progression across the school. By the time pupils reach the end of KS2, they have a deep understanding of Geography, are confident in applying their skills, and are prepared for KS3 and beyond.

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 of the World’ strand of Development Matters.
• Children explore their local environment, developing observational skills and awareness of different people, places, and cultures.
• Vocabulary and knowledge are taught explicitly and revisited regularly to support long-term retention.
• Practical, play-based activities and real-world experiences form the foundation of geographical understanding.

Key Stage 1

• Geography builds on EYFS experiences, focusing on local environments, mapping skills, and identifying key human and physical features.
• Children begin to develop geographical vocabulary systematically and engage with basic fieldwork and enquiry-based tasks.
• Teaching continues to embed retrieval practice and explicit vocabulary instruction to ensure knowledge is retained and built upon in KS2.

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 on prior knowledge, vocabulary, and skills.
• Teaching is rooted in cognitive science principles, including:
  • Explicit teaching of knowledge and vocabulary using consistent routines.
  • Retrieval practice to support long-term retention.
  • Carefully designed explanations and modelling to secure understanding.
  • Opportunities to connect prior learning with new content, enhancing depth and coherence.
  • Use of high-quality resources, including atlases, images, texts, and digital tools.
• Fieldwork, enquiry tasks, and opportunities for discussion and debate are embedded to ensure learning is meaningful and applied.

Across the School

• A consistent approach from EYFS through KS2 ensures continuity, helping pupils develop a deep understanding of Geography.
• Assessment is ongoing, formative, and embedded in teaching to monitor knowledge acquisition and skill development.
• Teachers use termly book monitoring, learning walks, and pupil discussions to ensure teaching aligns with planned outcomes.
• Pupils are encouraged to articulate their understanding and make connections across topics, supporting curiosity, critical thinking, and independent learning.

Impact

The impact of our Geography curriculum is measured in the following ways:

• Termly assessment of learning against the objectives stated in ‘Understanding of the World’ in EYFS.
• Termly book monitoring and learning walks to ensure lessons are taught according to planned outcomes.
• Pupil voice, including termly discussions with pupils about their learning.
• Termly formative assessment using assessment tasks.
• Medium-term planning documents annotated by teachers to ensure planning is a working document.
• End of key stage assessment to ensure all areas of teaching and learning have been met.
• Standardisation across the city to ensure accurate assessment of children’s work.

If children are keeping up with the curriculum, we expect them to make at least expected progress. By the end of KS2, pupils will have a secure knowledge of Geography, including a strong understanding of places, environments, and processes, and the skills to apply this knowledge confidently in their future learning.