Geography

Geography Leader: Miss Eve Birt 

Curriculum Design 

Our geography curriculum at Old Mill is designed to inspire a lifelong curiosity about the world, enabling children to develop a deep, connected understanding of diverse places, people, and processes. Through a progressive, inclusive, and knowledge-rich curriculum, we empower all pupils to become confident, skilled geographers who can think critically about the world and their role within it. 

Our curriculum places a strong emphasis on the progression of both knowledge and skills. It is carefully built upon from a strong start in Early Years Foundation Stage (EYFS), where children begin to develop curiosity of the world around them and a seed is planted to inspire a next generation of passionate geographers. This curiosity is nurtured throughout Key Stage 1 (KS1) and Key Stage 2 (KS2) with the aspiration that pupils become increasingly fluent in core geographical knowledge and skills, building year on year on secure foundations.

With this in place, our vision is for children to leave Old Mill at the end of KS2 with a strong understanding and confidence of the subject content taught, ready to thrive in secondary geography and become informed, responsible global citizens.

Intent 

At Old Mill Primary School, we believe that all children should be passionate and curious about the world around them, with equal access to all throughout our curriculum to maximise this outcome. Our goal is to provide rich and broad experiences for pupils through learning both inside and outside of the classroom to equip them with the knowledge and skills to become proficient, curious, engaged geographers with a care of their local and wider environment. Teachers are passionate about Geography and deliver engaging lessons which allow all learners to get hands on experience, regardless of their attainment or background, to prepare with the life skills and knowledge that Geography can provide.

Our curriculum is structured to allow for the progression of core knowledge and skills with links between current and prior learning. Key concepts and those additionally identified, time and diversity, run throughout our curriculum giving children different lenses through which to view the progression of our various, engaging units. This develops an appreciation and understanding of the world, fostering critical thinking about diverse environments, cultures and processes, necessary to navigate and contribute positively to a rapidly changing world.

Implementation

At Old Mill Primary School, we achieve excellence in Geography by delivering a high-quality, well-sequenced curriculum that is ambitious, inclusive, and underpinned by secure subject knowledge. Teaching is carefully structured to ensure that children experience a clear progression of knowledge and skills, rooted in the National Curriculum and enriched by our own aims and concepts. Teachers use a consistent pedagogical approach that includes revisiting and embedding prior knowledge through a Flashback 4 at the beginning of each lesson (recalling last year, last term, last unit and last week), modelling new concepts, and providing regular opportunities for children to apply their learning through enquiry-based tasks, discussions and fieldwork. Regular retrieval practice from our Flashback 4 and end of unit assessments are embedded to ensure that core knowledge is retained and misconceptions are swiftly addressed. This supports long-term understanding and fluency, allowing pupils to build their knowledge incrementally and securely over time.

As a school, reading is at the heart of the curriculum. We place a strong emphasis on vocabulary development, ensuring that geographical terminology is explicitly taught, practised, and applied across all year groups. Key concepts—such as place, time, human and physical processes, and diversity—are revisited in a variety of contexts to build depth and breadth of understanding. Teachers plan rich learning experiences both in and beyond the classroom, including map work, use of digital tools such as Digimaps, and meaningful fieldwork opportunities within the local and wider area. These experiences support the development of real-life geographical skills and foster a genuine sense of curiosity and care for the environment. We support teacher development through ongoing CPD, ensuring a strong understanding of subject-specific pedagogy and current geographical thinking. Through this approach, we ensure that all children, regardless of background or ability, are given the tools and opportunities to excel as confident, knowledgeable, and engaged geographers. This consistent, reflective teaching approach equips staff to deliver geography with confidence and precision, ensuring all pupils, including those who are vulnerable, succeed.

Vulnerable Pupils (SEND/PP)

In geography lessons, pupils with Special Educational Needs and Disabilities (SEND) and/or Pupil Premium are supported through a range of inclusive strategies to ensure they can access and achieve the intended learning outcomes. Scaffolding is thoughtfully applied, including the use of adapted maps, simplified resources, visual aids, and structured stem sentences to support understanding of geographical concepts. Word banks tailored to each unit are provided to develop subject-specific vocabulary and help pupils express their ideas more confidently. Where needed, pupils are offered alternative ways to record their knowledge, such as through annotated drawings, oral responses, or practical models.

To ensure full engagement with geographical content, adapted texts and resources are used—these may be simplified or presented in formats that align with individual learning needs, such as visual storyboards or symbol-supported information. Fieldwork and hands-on activities are designed to be inclusive, with careful planning to ensure all pupils can participate meaningfully. For summative tasks, pupils are given flexible options to demonstrate their learning, such as recording short videos or presenting their understanding through a verbal format rather than written assessments. These adaptations not only make geography accessible for vulnerable pupils but also promote their confidence, independence, and enthusiasm for exploring the world around them.

Impact 

The impact of our Geography curriculum is evident in pupils’ ability to think and work as geographers. Children at Old Mill demonstrate their ability to investigate and explore different environments with the necessary skillset, with support from their understanding of key concepts, places and their flora and fauna. Pupils will be curious and passionate about the world around them, showing an ever-deepening knowledge of the world, its environments, and its people, alongside the vocabulary and enquiry skills needed to interpret and communicate their findings effectively. 

Outcomes in geography books will reflect a broad and balanced curriculum, clearly demonstrating pupils’ acquisition of key knowledge, progressive geographical skills, and increasingly sophisticated use of subject-specific language. Pupil voice will show increased engagement, enjoyment, and a sense of responsibility for the world they live in, highlighting a variety of teaching approaches that support all learners, including vulnerable pupils. They will also be able to identify links across our curriculum, showing an enthusiasm for prior learning. Children will confidently articulate their understanding of both their local area and global contexts, showing they can make meaningful connections between physical and human geography and apply their learning to real-world situations. Ultimately, our pupils leave Old Mill with a strong sense of place, an appreciation for the diversity of the world, and the confidence to think critically and act responsibly in a global context.

Assessment