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Geography Curriculum


At Princess May, we want our children to develop an appreciation and understanding of the world, initially building a secure physiological and social knowledge of the local community and subsequently developing and applying this to a wider range of regions, countries and continents of the world. Through Plan-Bee and Reach-Out, pupils will be taught to make links between these areas of learning, with the aim of developing engaged, motivated and curious learners that take an interest in the world around them.  ​  ​

Our geography curriculum has been designed to cover all the skills, knowledge and understanding as set out in the National Curriculum. To ensure that pupils develop a secure knowledge that they can build on, our Geography curriculum is organised into a progression model that outlines the skills, knowledge, and vocabulary to be taught in a sequentially coherent way. Locational Knowledge; Place knowledge; Human and Physical Geography; Geographical Skills and Fieldwork are all mapped out to ensure that pupils build on secure prior knowledge.  ​  ​

When covering each of these strands, the content will be carefully organised by each year group through a long-term plan. Content knowledge, vocabulary and skills will then be planned for at a greater level of detail in the medium-term plan. Geography is delivered through subject specific teaching organised into terms, Spring 1, Spring 2 and Summer 2. Meaningful links with other subjects are made to strengthen connections and understanding for pupils. 


Through high quality teaching, we develop the following essential characteristics of geographers: ​ ​

  • An excellent knowledge of where places are and what they are like, both in United Kingdom and the wider world.​

  • Comprehensive understanding of the ways in which places are interdependent and interconnected.​

  • An extensive base of geographical knowledge and vocabulary.​

  • Fluency in complex, geographical enquiry and the ability to apply questioning skills.​

​All learning will start with revisiting prior knowledge and making meaningful connections. At the start of each lesson, teachers will display the retrieval quiz and give pupils five minutes to complete it independently. Pupils are encouraged to try and remember these things independently, but to check back in their booklets if they are stuck. Everybody marks together, either self or peer. Pupils to identify where they need to go back to reviewing their knowledge organiser. ​  ​

Geography assessment is ongoing throughout the relevant cross-curricular themes to inform teachers with their planning for lesson activities and differentiation. As part of the Assessment for Learning progress in KS1 Summative assessment is completed at the end of each unit. Teachers have access to an assessment grid to track children's learning during these lessons.  In KS2, summative assessment is completed at the end of each topic where geography objectives have been covered. At the end of each unit, pupils write an extended essay. This ensures that pupils can elaborate on all the knowledge that they acquired throughout the unit. 


We use a variety of strategies to evaluate the knowledge, skills and understanding that our children gain as they progress from Nursery to Year 6. At the end of each Key stage, pupils are expected to know, apply, and understand the matters, skills and processes specified in Geography. ​

At Princess May, we use summative assessment to determine children’s understanding and inform teachers planning. CPD to ensure that teacher pedagogy and assessment is secure. This is reviewed on a termly basis by the subject leader, who also carries regular learning walks, books scrutiny and lesson observations. 

cultural capital 

With our firm belief that knowledge is transferable, our pupils are given every opportunity to participate in a wide range of learning experiences beyond their classroom. It is important to provide pupils with the opportunity to understand the world around them and apply their experiences to what they have learnt in the classroom. There is simply no better way to learn about Geography and environmental issues then to get out into the real world and see it first-hand. Therefore, teachers are encouraged book geography trips in the Spring term to ensure that pupils get a wealth of experience of Hackney and of wider world.