• To promote a lifelong love for learning about the world through a range of geographical experiences and opportunities.
  • Through an enquiry approach, develop geographical investigation and reasoning skills to allow pupils to apply their knowledge, skills and understanding in a wide range of contexts and to experience ‘being a geographer’.
  • To equip children with the knowledge, skills and confidence necessary to enable them to contribute effectively in their rapidly changing world.
  • To inspire children to find out about the physical world and enable them to recognise the importance of sustainable development for the future of mankind.
  • To develop an appreciation and respect for life in other cultures and places.
  • To provide cultural capital for all children.
  • To help students embed holistic knowledge with cross-subject links.
  • Geography is taught through a subject based curriculum but we ensure complete coverage of the key knowledge, skills and concepts through delivery of each topic
  • Within each unit: What’s it like to be a geographer? Children have opportunities to develop their geographical learning at greater depth. Through an enquiry approach they will continue to develop geographical investigation and reasoning skills and apply their knowledge, skills and understanding in a wide range of geographical contexts. Pupils will be able to explain their understanding and learning to others, demonstrating learning at greater depth and the development and understanding of what it is like to be a geographer.


  • Using the Rising Stars Curriculum in order to teach a mastery curriculum in Geography. Teaching for mastery is crucial in embedding skills and knowledge in students. The recent National Curriculum in geography underlines the importance and value of teaching approaches that give students the best chance of securing both deep understanding of geographical concepts and fluency in applying them.
  • Planning contains the objective, vocabulary, context, resources needed and key questions.
  • Mini plenaries throughout the lesson check for misconceptions and understanding
  • Peer talk – mixed ability pairing
  • Resources (Resources are provided from the Rising Stars framework alongside Library topic loans)
  • Using a range of sources when researching geography – books, images, websites (from the teacher)
  • All topics are introduced through an elicitation task to find out what the children already know from their prior learning, which is used to help deliver the topic. Building on previous skills taught in the previous year group.
  • CPD – delivery of geography Inset – progression of skills, ‘becoming a geographer’
  • The use of mastery and deeper learning activities was evident and this will continue to be developed further with ‘Geographer talk’, focusing on the development and acquisition of subject specific vocabulary, knowledge and understanding and the application of skills in a wide range of contexts, through investigation and reasoning.
  • Use a whole school planning system
  • Teachers are given the progression of skills within each planning unit
  • Each year group builds upon the skills previously learnt e.g. Year 1 (read images, simple maps, use basic vocabulary, simple fieldwork and observational skills), Year 3 (extract geographical data, use appropriate geographical vocab, practise geographical skills using maps, atlases, globes and/or digital/computer mapping) and Year 6 (develop the use of geographical knowledge, understanding and skills to enhance their locational and place knowledge, describe and understand key aspects of physical and human geography, use fieldwork to observe, measure, record and present features using a range of methods e.g. sketch maps, plans and graphs, digital technologies.
  • See the progression of skills in each year group
  • Targets and focuses are skills based for each year group
  • Teachers complete AFL on planning
  • Lesson observations – based around the question ‘ How does the use of high quality text evidence/deepen children’s broader understanding of subject knowledge and deepen their comprehension skills?’ ‘What strategies can teachers use to ensure exposure to high quality texts to deepen children’s comprehension skills?’, book scrutinies, progress data, learning walks.


  • Children make good or better progress from their starting points
  • Through using a whole school planning approach this helps to develop our cultural provision – children are able to develop their understanding of geography within a wider area other than their ‘local area’
  • Year 6 – 90% of pupils achieved the expected standard (increase in GD pupils since 2016)
  • High quality teaching and learning – not a disparity between groups of children – low or high due to the quality of teaching and learning.
  • Mastery curriculum enables all pupils to access the curriculum despite their starting points with challenging greater depth tasks to push the children’s learning further.
  • Children will understand what it is like to be a ‘geographer’.
  • They will have a greater understanding about the relevance of local geography to their understanding to time and place.
  • Their vocabulary, knowledge and comprehension skills in geography will deepen.
  • Every child will achieve as a geographer.

Key priorities linked to action plan

  • Narrowing the vocabulary gap – using a range of sources, vocabulary, researching
  • Tracking pupils progress – impact of whole school planning/AFL (questioning, feedback, observing, effective feedback, peer assessment)
  • Pupil discussion/conferencing
  • Developing cultural capital – authentic experiences (fieldwork, trips, visitors)
  • High quality sources, planning, subject specific skills
  • Post teaching and pre-teaching to ensure pupils don’t fall behind