Geography

Intent, Implementation, Impact

At Andrews’ Endowed our geography curriculum develops curious, resilient and respectful pupils who can confidently explain the world around them — locally, nationally and globally. It is sequenced so essential knowledge (place, locational and human/physical geography, geographical vocabulary and enquiry skills) is revisited and deepened from EYFS to Year 6. Learning builds from the children’s immediate environment in Holybourne through progressively wider places (Alton, Hampshire, the UK, Europe and beyond) so pupils can make meaningful comparisons (for example local settlement studies, biomes, rivers and global trade). We emphasise fieldwork, map‑skills and oracy so pupils can observe, collect and present geographical data and use subject vocabulary precisely. Our intent also reflects our Christian values of Love, Courage and Respect: we teach pupils to respect different environments and cultures, to be courageous in tackling unfamiliar places or data, and to love learning about the planet. The curriculum is inclusive for our context so key knowledge is clearly identified and scaffolded so all pupils can know and remember more.

Teachers follow a clear, progressive sequence that identifies the essential knowledge and skills for each unit (for example: Year 1 continents and weather; Year 4 biomes and Ordnance Survey map work; Year 6 coasts and human impact). We use knowledge organisers and modelled exemplars to make expectations explicit; end‑of‑unit assessments check what pupils can recall and apply, and identify precise next steps. Lessons combine core teaching (explicit vocabulary, modelling and live modelling of map‑reading and data presentation), practical fieldwork (regular school‑grounds and local visits), and structured oracy opportunities so pupils articulate geographical thinking. In Reception and KS1 staff prioritise communication and language within fieldwork and talk tasks so children practise speaking about observations; adults are trained to scaffold talk and check understanding. Differentiation is through scaffolded resources, deliberate questioning, targeted in-class support and short, forensic interventions for pupils just below age‑related expectations; SEND and Pupil Premium needs are referenced in planning and reviewed in cohort progress meetings so provision is responsive. The Teaching & Learning Coach and SENCo monitor curriculum delivery through learning walks, planning reviews and book scrutiny to ensure consistency.

Geography curriculum map

Geography progression of skills