At Fir Tree, Geography is taught as an engaging and purposeful subject that helps pupils understand the world, their place within it and their responsibility for the future. Our curriculum enables pupils to develop a strong understanding of places, environments and the relationships between people and the physical world.

We aim to develop pupils who think like geographers: curious about the world around them, able to ask geographical questions, make comparisons, identify patterns and use evidence to explain geographical processes. Pupils develop an increasingly secure knowledge of the United Kingdom and the wider world, alongside an understanding of how human activity and physical geography interact.

Our geography curriculum is designed to build knowledge and skills progressively. Through the study of local, national and global contexts, pupils develop their locational knowledge, understanding of physical and human geography, and ability to use geographical skills and fieldwork. By the end of Year 6, pupils have developed a strong geographical knowledge base, a growing understanding of global connections and the skills needed to continue their geographical learning in the future.

Subject Implementation

Geography is organised through carefully sequenced projects which revisit and build upon prior learning as pupils move through the school. The curriculum is underpinned by four key areas:

• Locational knowledge – developing an understanding of continents, countries, regions, cities and significant geographical features, and using maps to locate and describe places.
• Place knowledge – developing an understanding of the distinctive human and physical characteristics of different places and making meaningful comparisons.
• Physical and human geography – exploring natural processes and environments alongside how people live, work and interact with the world around them.
• Geographical skills and fieldwork – developing the ability to use maps, atlases, globes, data and other geographical sources, alongside practical fieldwork and observation.

These areas are revisited regularly so that pupils can make connections between places and processes, compare environments and develop increasingly sophisticated geographical understanding.

Prior knowledge is explicitly revisited and built upon throughout each project. Key geographical knowledge and subject-specific vocabulary are identified and explicitly taught, with opportunities for pupils to apply and revisit this knowledge in different contexts. Lessons provide opportunities for pupils to investigate, discuss, question, interpret information and explain their geographical thinking.

Fieldwork and practical geographical skills are woven throughout the curriculum, allowing pupils to apply their learning in meaningful contexts. Where appropriate, learning is supported through visits and local experiences, helping pupils to connect geographical concepts with the world around them.

Subject Overview

Across the school, these projects develop progressively from pupils' understanding of familiar places and simple geographical concepts towards more complex comparisons, processes and global connections.

Pupils develop an increasingly secure understanding of maps and geographical representation, including using atlases, globes, compass directions, symbols, grid references and other geographical information. They explore a range of physical and human environments, including settlements, rivers, rainforests, mountains, volcanoes, climate zones and biomes.

Local contexts and experiences are used where appropriate to make learning meaningful and help pupils recognise geography within their own surroundings. The curriculum also develops pupils' understanding of global issues and interdependence, including climate change, natural processes and global trade.

Assessment and Measuring Progress

Assessment in Geography is ongoing and embedded within teaching. Teachers use questioning, discussion, observation and pupils' work to identify what pupils know, understand and can apply, and to address misconceptions as they arise.

Pupils' understanding is assessed against the key knowledge and geographical skills identified within each project. Teachers consider whether pupils can recall and explain geographical knowledge, use appropriate subject-specific vocabulary, make comparisons, interpret geographical information and apply their knowledge to unfamiliar contexts.

Progress is also measured through the development of geographical skills over time. This includes pupils' ability to use maps and geographical sources, collect and interpret information, undertake fieldwork and communicate geographical ideas with increasing accuracy and independence.

Assessment therefore considers both what pupils know and how effectively they can use their geographical knowledge and skills. Regular retrieval and revisiting of prior learning supports pupils in consolidating knowledge and making connections across the curriculum, ensuring that they leave Fir Tree with a strong and increasingly connected understanding of the world around them.

Information for parents about the Geography Curriculum

Examples of Learning

Local Museums and Places to Visit

Useful Websites and Resources