St Michael's Primary School

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The intention of the Geography Curriculum at St Michael’s Primary School is to inspire children’s curiosity and interest to explore the world that we live in and its people, which aims to ignite a love of learning.  

We aim to equip children with geographical skills to develop their knowledge through studying places, people and natural and human environments. We aim to provoke thought, questions and to encourage children to discover answers to their own questions through exploration and research to enable them to gain a greater understanding and knowledge of the world and their place in it.   


Implementation (Organisation across the school including EYFS)  

In order to foster children’s curiosity about the world, interest and creativity, we encourage children to explore and ask questions. Geography skills are inherent in all geography content with an enquiry-led approach that starts with questions and deepens knowledge and understanding through the gathering and evaluation of a range of data. Fieldwork is a statutory component of geography across each Key Stage.


Children in our Early Years Foundation Stage develop knowledge, skills and attributes that form a crucial foundation for Geography at KS1. They are given opportunities, within the area of learning Understanding the World, through exploratory play and adult-led activities to explore, comment and ask questions about aspects of their familiar world. They learn about the place where they live or the natural world, to look closely at similarities and differences, between themselves and others, and among families, communities and traditions. They talk about and explore the features of their own immediate environment and how environments might be different from one place to another.


Geographical study in both KS1 and KS2 involve Locational Knowledge, Place Knowledge, Human and Physical Geography as well as Geographical Skills and fieldwork. 

In KS1, children begin to use maps and recognise physical and human features to do with the local area, building to using maps to explore the continents and oceans of the world in year 2. Further, in year 2, children will begin to compare where they live to places outside of Europe and ask and answer geographical questions. 


KS1 teaching sequence  


Teaching Sequence  

Year 1 

  • School and the Surrounding area  

         Maps and Aerial Views. 

  • Brazil  

         Continents and Wider World 

Year 2 

  • Comparative study of countries  

         Equatorial, Tropical, Temperate.   

  • Continents, Seas and Oceans, ports and land use.   


In KS2, map skills are developed further using both Ordnance Survey and digital maps, utilising more keys and symbols. Children develop more fieldwork skills. Through revisiting and consolidating skills, children build on prior knowledge alongside introducing new skills and challenge. All children expand on their skills in local knowledge, place knowledge, human and physical geography, geographical skills and fieldwork. Throughout Key Stage 2, children study a continent in depth.


KS2 teaching sequence  


Teaching Sequence 


  • Settlements in Europe  - Two contrasting areas 

  • Rivers 


  • In depth Study of  North and South America 

  • Mountains/Volcanos and Earthquakes 


  • Biomes of the World  -Focused study of two contrasting Biomes 

  • Sow, Grow and Farm -Farming across two continents 


  • Settlement and Industry in Asia  

  • Frozen Kingdom -Biomes, climate and environmental Impact - linked to Industry   

Across both key stages, children have a range of opportunities to experience geography through practical engaging tasks beyond the classroom. Geographical vocabulary is introduced appropriate the study and used accurately by children to deepen their geographical knowledge.  


Enrichment and Resources

Geography resources are stored centrally within the school resources room.There are class sets of atlases for each Key Stage. Resources are organised into topics and any additional resources required will be ordered through the subject leader. Reading Museum outreach service have some geographical models and artefacts boxes which can be loaned to the school. The library contains a good supply of Geography topic books to support children’s individual research.


Key knowledge, skills, vocabulary and diagrams or illustrations are recorded on a knowledge organiser for each child, with space for them to add their own learning. Enrichment opportunities are encouraged in each year group. Staff are encouraged to plan opportunities for visitors, workshops and trips.


The whole school environment, both inside and outside, is used regularly to enrich the curriculum. Every year group plans outdoor learning into their time table, including use of the ample field space in the school grounds or visiting Lousehill Copse. Whenever appropriate, Staff plan fieldwork activities both within the local area and further afield. Children in Year 5 and Year 6 have the opportunity to experience residential visits away from Tilehurst.  


Impact (Assessment, Recording and Reporting) 


Each child has their own topic book where Geography is recorded. In EYFS recording of Understanding of the world is on Tapestry. KS1 also use this platform for practical activities. Teachers will plan opportunities for children to record in a variety of ways. Children will also be asked to complete a concept map to what they know at the start of topic and then add to this as the end of the topic to show knowledge gained.  

The subject leader will monitor the recording of Geography through: 

  • Book scrutiny’s and Tapestry looks 

  • Pupil interviews 

  • Staff questionnaires  

  • Monitoring of planning  

  • Discussions with staff  



The class teacher will assess children’s work in geography by making informal judgements through observations during each lesson. Teachers to mark geography work in accordance with the Marking Policy, through conferencing. Teachers’ feedback of children’s work is linked to the Geography Curriculum and to develop geographical skills and knowledge. Teachers to gather evidence of a child’s understanding using written recording but also through drawings, discussion, questioning, drama and any other techniques that can show a child’s understanding.  



Children’s end of year school report to parents includes Geographical attainment. Teachers will use their own knowledge of the child’s attainment from discussion and work recording in books to judge whether the child is; 

  • Working significantly below age-related expectations 

  • Working below age related expectations 

  • Working at age related expectations  

  • Beginning to show deeper understanding within the subject 

  • Consistently showing deeper understanding within the subject. 


Inclusion and Differentiation  

Each lesson and unit in class is adapted to support the needs of all children and extend higher ability children. Our nurture department have a tailored curriculum based on the needs of their children. This is adapted in consultation and discussion with teachers.