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StamfordhamPrimary School

‘Learning, Caring and Achieving Together’
‘Learning, Caring and Achieving Together’


The study of Geography should inspire in pupils a curiosity in the interactions between humans and their environments - at local, regional, national and global levels. The EYFS and National Curriculum will provide a structure and progression for the Geography curriculum taught throughout our school, which is delivered through our rolling 2 year plan. We endeavour to ensure that the Geography curriculum we provide will give children the confidence and motivation to continue to further develop their skills into the next stage of education and adulthood.



The intent of our Geography curriculum is to deliver a curriculum which is accessible to all and that will maximise the outcomes for every child so that they know more, remember more and understand more. As a result of this they will: 

  • develop a curiosity and appreciation of the world around them;  
  • develop understanding of significant places (local, national and global) and their human and physical characteristics; 
  • understand how the interaction between human and physical geographical features can bring about change over time and differences between locations; 
  • know and use subject specific vocabulary accurately in oral and written work; 
  • develop skills in collecting, analysing and communicating data gathered during fieldwork; 
  • develop skills in interpreting a range of sources of geographic information; maps, diagrams, aerial photographs and Geographical Information Systems (e.g. Digimaps);   
  • communicate their geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.



The Early Years Foundation Stage Curriculum supports children’s understanding of geography, people and communities through the planning and teaching of ‘Understanding the World’. Geography is effectively taught through their wider curriculum lessons and through their enhanced learning provision and environment.  Children learn about features of their own environment such as school, home and community  through first-hand experiences and learn how environments may differ through the sharing of books, stories, poems, small world play, role play and visits. Children are given time to discuss, comment and ask questions about what they observe about the world around them and are encouraged to be active learners and explore their interests further.



In Key stage 1 and 2 work is planned and taught as a two year rolling programme. Geography is taught through fun and engaging topics linked directly to the National Curriculum.

  • Topics are blocked to allow children to focus on developing their knowledge and skills, studying each topic in depth.
  • In KS1, pupils develop knowledge about the world, the United Kingdom and their locality.
  • In KS1, they will begin to understand subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first hand observation, to enhance their locational awareness.
  • In KS2, pupils extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America.  This will include the location and characteristics of a range of the world’s most significant human and physical features.
  • All pupils are taught locational knowledge, place knowledge, and human and physical geography.  They will gain geographical skills and undertake fieldwork.
  • In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous topics as well as previous lessons.
  • At the start of each topic children will review previous learning and will have the opportunity to share what they already know about a current topic.
  • In KS2 Children are given a knowledge organiser at the start of each topic which details some key information and vocabulary. This is used to support children with their acquisition of knowledge and is used as a reference document.
  • To support teaching, staff access a range of resources and planning including Geography Association and Plan Bee.
  • We plan for effective use of educational visits and visitors, to enrich and enhance the pupil’s learning experience and the Geography curriculum.
  • Teachers use highly effective Assessment for Learning at different points in each lesson to ensure misconceptions are highlighted and addressed.
  • Through using a range of assessment tools, differentiation is facilitated by teachers, to ensure that each pupil can access the Geography curriculum.
  • Cross-curricular links are planned for, with other subjects such as History, Writing, Maths and Computing.
  • Educational, immersive displays that answer key questions help to create a rich learning environment for each Geography focus. They incorporate examples of work and new words which help develop vocabulary skills and support the development of a language-rich environment. 





Assessment for learning takes place during every lesson to assess understanding. At the beginning of each unit of work, prior knowledge is assessed and any gaps in knowledge are explicitly taught. Pupils will be encouraged to reflect upon their work as individuals, in class groups and through self-assessment as appropriate. Teachers will use formative assessment strategies as well as effective questioning during lessons to check pupils’ understanding of the content and support them to explain how this builds on what they have learnt before.

At the end of each year teachers will make summative assessments of the attainment and progress made by pupils against the National curriculum and use these to report to parents/carers.




We are ambitious about what our children with SEN can achieve, we take into consideration their barriers to learning and we don't let these limit their opportunities.


In order to support our pupils with SEN, we:

  • Have classroom displays / working walls that are used as visual prompts; they include facts, images, key vocabulary and child friendly definitions. We refer to these regularly and encourage children with SEN to use these if they are unsure in lessons
  • get our children to work in mixed ability groups with teacher/TA overseeing groups and offering assistance when required

begin each lesson with a recap of facts and key vocabulary from prior sessions- this will give children with SEN more time and opportunities to understand the concepts and vital knowledge they need to access the learning