Geography
Geography – Curriculum Intent Statement
Purpose of the Subject
Through geography, we aim to inspire children’s curiosity about the world and its people. We want pupils to develop a deep understanding of the Earth’s physical and human features, how places are connected, and how environments change over time. Our geography curriculum reflects the diverse nature of our school community, ensuring every child sees their own identity and heritage represented while also exploring places, cultures and landscapes beyond their own experience. We aim to nurture thoughtful, informed and responsible global citizens who understand their role in shaping a sustainable future.
Alignment with the National Curriculum
In line with the National Curriculum, we teach children to:
- Develop knowledge of globally significant places, including their physical and human characteristics.
- Understand key physical processes such as weather, climate, rivers, coasts, mountains and natural resources.
- Understand key human processes such as settlement, land use, trade, population and economic activity.
- Use geographical skills including fieldwork, map reading, data interpretation and digital mapping.
- Communicate geographical information in a range of ways, including maps, diagrams, writing and numerical data.
Curriculum Coverage
Our geography curriculum provides:
- Mirrors – opportunities for children to see their own identities, cultures and experiences reflected in the places and communities they study.
- Windows – opportunities to explore diverse environments, cultures and global perspectives.
We select content from the National Curriculum and design meaningful, relevant and engaging units that connect to pupils’ lives, interests and the unique community we serve. Each unit includes opportunities for enquiry, fieldwork, map skills and real‑world application.
Curriculum Progression
Our geography curriculum is built around four interrelated strands of knowledge:
1. Procedural Knowledge (Geographical Skills and Fieldwork)
Procedural knowledge represents the practical skills children need to investigate the world. These skills are mapped in a vertically integrated progression from EYFS to Year 6. Children begin by exploring simple maps and local environments, progressing to more complex fieldwork, data collection, map interpretation, digital mapping and geographical enquiry. SOLO taxonomy supports this progression, enabling pupils to move from basic observation to mastery.
2. Disciplinary Knowledge (The “Big Ideas” of Geography)
Disciplinary knowledge represents the conceptual frameworks that underpin geographical thinking. The three main concepts of geography teaching at Birklands are:
- Where in the world? A local, national and global sense of place (and adventure!)
Understanding the characteristics of places, where they are situated in the world and how they relate to one another.
- Connections. Physical and human geographical features and processes and how they link
Understanding the dynamics of geographical features and processes, and how people, places, and environments are connected, interdependent, and constantly evolving.
- One planet. The impact of humans, global responsibility and issues of sustainability
Exploring natural and human-made environments, how they change over time, and the impact of our choices on the planet’s sustainability.
These concepts are taught, revisited and applied in every year group, helping children understand how geographical knowledge is constructed, interpreted and used.
3. Substantive Knowledge (The Content We Teach)
Substantive knowledge represents the specific geographical content children learn—such as settlements, climate zones, land use, rivers and coastal regions and tectonic plates. This knowledge is presented as clear learning outcomes that detail what pupils should know and remember. Curriculum content is carefully selected to reflect our community, celebrate global diversity and ensure that all children see themselves as global citizens. The curriculum prioritises content that explores the dynamic relationship between humans and the planet, enabling pupils to understand how human actions affect the planet and how geographical features and processes influence human life.
4. Substantive Concepts
Substantive concepts are recurring ideas that appear across the geography curriculum, such as climate, resources, population, landscape, migration, development and sustainability. These concepts are explored in different contexts across year groups, helping children build familiarity, confidence and deeper geographical understanding.
Repetition and Retrieval
Our geography curriculum is built on high levels of repetition to ensure that children remember more and can do more as they progress through school. Procedural and disciplinary knowledge are revisited in every year group, allowing pupils to apply skills with increasing independence. Substantive concepts reappear across units, enabling children to make connections and strengthen long‑term understanding. Retrieval practice is embedded within lessons and across terms, ensuring that key knowledge is revisited, secured and stored in long‑term memory.
Assessment
Assessment in geography focuses on pupils’ ability to apply geographical knowledge, skills and reasoning. We assess pupils through:
- Fieldwork outcomes
- Map work and data interpretation
- Written explanations and comparisons
- End‑of‑unit enquiry tasks
These assessments provide insight into how well children understand geographical concepts, how confidently they can use geographical skills and how effectively they can think and reason like geographers.