The study of Geography is about more than just memorising places on a map. It’s about understanding the complexity of our world, appreciating the diversity of cultures that exists across continents. And in the end, it’s about using all that knowledge to bridge divides and bring people together.

Barack Obama

Intent

Through the teaching of Geography we want pupils not only to gain a working location knowledge of the world around us, but to gain a deeper understanding of the natural and human world. We want to support pupils to develop problem solving and investigative skills while promoting the continued use of natural curiosity and fascination of the diverse cultures and the world around them. By the time pupils leave Baydon we want to have increased children’s interest and understanding about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

Implementation

Baydon St Nicholas Geography Areas of Study 2026-2027

As part of our commitment to the teaching of geography have chosen to follow the Kapow scheme for Geoography. Kapow Primary’s Geography scheme of work aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world – in other words, to think like geographers. The intention is for pupils to develop the confidence to question and observe places, measure and record necessary data in a variety of ways and analyse and present their findings. The scheme aims to build an awareness of how Geography shapes lives at multiple scales and over time. The hope is to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.

The scheme also supports teachers in developing their subject knowledge and skills, enabling the delivery of engaging, well-informed lessons with confidence. The curriculum is designed to be both accessible and ambitious, ensuring all learners’ full participation and potential achievement.

Kapow Primary’s Geography curriculum has been designed to inspire curiosity and a lasting fascination with the world and its people. Through carefully sequenced units, pupils explore a wide range of places, cultures, resources and environments.

The curriculum supports pupils in developing a deep understanding of physical and human geography and their dynamic interactions.

As pupils progress, they build increasingly sophisticated knowledge and skills that help them explain how landscapes are shaped, how environments change over time and how geographical processes are interconnected across local, national and global scales.

Kapow Primary’s Geography curriculum is designed to meet the aims of the National curriculum by building progression across four key strands:

• Locational knowledge.
• Place knowledge.
• Human and physical geography.
• Geographical skills and fieldwork.

The locational and place knowledge strands support pupils in identifying and describing significant places, both in the UK and globally, along with their defining characteristics.

Through the human and physical geography strand, pupils develop an understanding of key geographical processes and how these interact to shape places over time.

The geographical skills and fieldwork strand enables pupils to use maps, interpret data and analyse a range of digital and physical sources.

Each unit draws on all four strands, with a carefully sequenced progression that enables pupils to deepen their understanding and apply their knowledge in increasingly complex and meaningful contexts.

How our scheme relates to the National Curriculum

The Kapow Primary Geography scheme of work fulfils the statutory requirements outlined in the National curriculum (2014) and was created based on the principles outlined in the Ofsted research review series: Geography.

The Geography schemes of work, both standard and mixed-age, are regularly reviewed and updated to reflect the latest educational research and global developments. The curriculum reflects current thinking in geographical education by drawing on insights from curriculum research, cognitive science and developments in subject-specific pedagogy.

Progression of vocabulary

Kapow’s progression of vocabulary for Geography focuses on the essential words and terms for understanding the subject. These words are carefully selected to help pupils grasp concepts and ideas outlined in the Kapow Primary Geography curriculum.

Geography vocabulary is categorised under four curriculum strands: Locational knowledge, Place knowledge, Human and physical geography and Geographical skills and fieldwork.

Locational knowledge is split into further sub-strands. In alignment with the National curriculum’s aim for pupils to ‘develop contextual knowledge of the location of globally significant places’, specific locations are selected that correspond with the contexts and themes explored in the Kapow Primary Geography units.

The vocabulary list does not include all the words that children encounter in their lessons; instead, it focuses on the essential words and terms for understanding the subject. These words are carefully selected to help pupils grasp concepts and ideas outlined in the Kapow Primary Geography curriculum.

Geography vocabulary is categorised under four curriculum strands: Locational knowledge, Place knowledge, Human and physical geography and Geographical skills and fieldwork.

Locational knowledge is split into further sub-strands. In alignment with the National curriculum’s aim for pupils to ‘develop contextual knowledge of the location of globally significant places’, specific locations are selected that correspond with the contexts and themes explored in the Kapow Primary Geography units. Although other locations are mentioned within the lessons, the focus is on a manageable number for pupils to recall, setting realistic learning goals.

Consolidating these keywords enables teachers to focus on the vocabulary outlined for each year group, ensuring a strong understanding of which words pupils should already be familiar with and those they will encounter in future years.

Baydon St Nicholas Kapow Scheme of work Vocabulary Progression

Types of Knowledge

Knowledge is defined differently depending on the subject in question. Ofsted’s Geography research review helps to define these Geography knowledge strands as:

• Disciplinary knowledge
• Substantive knowledge
• Procedural knowledge

Disciplinary knowledge

Ways of knowing

Pupils gain knowledge of the subject as a discipline, considering how geographical knowledge (such as the substantive knowledge they study) originates through geographical practice.

Substantive knowledge

Knowing about

Substantive knowledge is the content that pupils will learn through studying the Geography curriculum: the recognised knowledge of the world and the human and physical processes that affect the people and environments within it.

Procedural knowledge

Knowing how to

Pupils gain procedural knowledge primarily through the Geographical skills and fieldwork strand.

Sequencing

EYFS and Key stage 1

In Key stage 1, learning is sequenced to specifically develop pupils’ conceptual understanding of scale and place by first learning about their everyday surroundings, then by looking at a national level and finally by studying global contexts which are likely to be new to them.

Key stage 2

The National curriculum states that pupils should ‘develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge’, and so our units across Key stage 2 are sequenced to allow pupils to build on their understanding of geographical concepts and themes, such as settlement, trade, climate change and natural resources, and fieldwork skills.

As guided by the National curriculum, we have also structured our units to reflect a regional approach, for example, the Amazonian region, a volcanic region in Southern Italy, the Alps, the Great Barrier Reef and a desert region. Case studies have been chosen not only to reflect the National curriculum guidance but also to ensure children have experience learning about a location in each continent by the end of primary school.

Wider knowledge and skills

Digital literacy

Kapow Primary’s Geography scheme integrates technology through digital maps, research tasks and interactive activities. This helps develop the children’s ability to find, evaluate and use geographical information effectively.

Oracy

Lessons encourage discussion, debate, and presentations on geographical topics, allowing the children to articulate their understanding, justify opinions and engage in collaborative learning.

The children will use oracy to enhance their learning by thinking aloud, questioning and discussing activities. They will develop essential skills such as choosing appropriate vocabulary, organising their ideas and listening effectively.

Sustainability

The Geography curriculum promotes awareness of environmental issues, encouraging children to develop a sense of responsibility for the planet by exploring concepts such as climate change, resource use, and conservation.

The significance of climate change is crucial for understanding geographical interconnections. As stated by the Department for Education’s 2023 guidance, Sustainability and climate change strategy educating children on the planet’s evolving conditions is vital. The guidance encourages all schools to enact a climate action plan and foster sustainable learning environments.

Engaging pupils with environmental issues can spark enthusiasm for positive change, broaden their understanding of sustainability, alleviate climate-related anxieties and instil pride in their educational settings.

Critical thinking

Pupils analyse geographical data, compare different perspectives and evaluate sources of information. This helps them in questioning assumptions and forming reasoned conclusions on global and local issues.

Personal Development in Geography

SMSC

The scheme supports SMSC (Spiritual, Moral, Social and Cultural) development by encouraging children to:

• Explore different perspectives.
• Reflect on ethical issues.
• Collaborate with others.
• Appreciate cultural diversity through subject-specific content

British values

Lessons promote British values (democracy, the rule of law, individual liberty, mutual respect and tolerance) by incorporating activities that encourage debate, respect for differing opinions and an understanding of societal structures.

Cultural capital

Kapow Primary’s Geography curriculum broadens children’s experiences by introducing them to key figures, historical and geographical contexts and diverse traditions. It ensures they gain the knowledge and skills needed to engage meaningfully in society.

Inclusion and Diversity

Kapow Primary’s Geography scheme has been designed to represent a range of cultures and races. Where appropriate, colonial choices and their impact on geographical issues are explored.

The scheme’s visual representation is inclusive and representative of a variety of people and places, challenging stereotypes or historical ideologies.

Within sensitive units, questions have been included to support children’s lived experiences and backgrounds.

Resources and case studies are carefully considered to encourage the children to think about their role in society and to respect the many ways in which people’s lives have been influenced.

Our curriculum supports children in appreciating the complexity of people’s lives, the diversity of societies and the relationships between different groups.

Skill and Knowledge Progression Introduction 

The Geography: Progression of skills and knowledge grids below provide an overview of the skills and knowledge covered in each phase and strand. It explains how Geography skills and knowledge are developed to support pupils in reaching the key stage outcomes as outlined in the National curriculum.

New learning is weighted toward the start of each key stage, allowing ample opportunity for it to be revisited and applied in later years. As a result, knowledge accumulation may look heavier in some year groups than others.

Baydon St Nicholas Skills Progression Geography – Kapow Scheme of Work

Baydon St Nicholas Knowledge Progression Geography – Kapow Scheme of work

Teaching Geography in KS1 and KS2    

When teachers plan Geography in KS1 and KS2 they:

• Ensure that key geography concepts are explored and developed within a framework of practical, enquiry-based and collaborative geography lessons.
• Check prior learning has been retained by starting lessons with a review of prior learning.
• Introduce the learning outcome of the lesson, making links to both the wider learning journey (concepts), the enquiry question and the real world.
• Model and develop key concepts to cement knowledge, using the “I do, we do, you do” pedagogical structure, ensuring that teacher modelling is built around appropriate success criteria. This breaks larger concepts or ideas into smaller ‘bite-size’ chunks.
• Practise procedural knowledge regularly.
• Use concrete and pictorial models and analogies to help pupils develop a deeper understanding of geography concepts.
• Maximise engagement, learning and progress through regular use of cold calling, paired and collaborative activities and a range of teaching approaches.
• Build in regular checks for understanding during lessons, including through targeted questioning, addressing misconceptions quickly and remodelling where necessary.
• Check priority knowledge has been retained to the working memory at the end of every lesson.
• Ensure a focus on target geography language to enable pupils to articulate geography concepts with accuracy in both the spoken and written word.
• Ensure pupils take pride in their written work, continually focus on their handwriting and quality of diagrams
• Promote a love of physical geography, human geographical processes and maps.
• Provide opportunities for subject-specific enrichment both inside and outside of school.
• Use the enquiry approach to support the development of pupils’ disciplinary knowledge.
• Use trips and visits from experts who will enhance the learning experience

Adapting the curriculum for pupils with SEND in geography

• Adaptive teaching takes place.
• For sensory or physically impaired pupils, geography learning may necessitate enlarging texts, using clear fonts, using visual overlays, or audio description of images.
• Dyslexic pupils may benefit from well-spaced print.
• Teachers identify and break down the components of the subject curriculum into manageable chunks for pupils who find learning more difficult, particularly those with cognition and learning needs. These may be smaller ‘steps’ than those taken by other pupils to avoid overloading the working memory.
• A variety of additional scaffolds may be used in lessons, such vocabulary banks, additional visual stimuli or adult support.

In ensuring high standards of teaching and learning in geography, we implement a curriculum that is coherent and progressive throughout the whole school. Geography is taught through a thematic based approach. The themes are worded as questions for the children to investigate and answer. They range from for example ‘What if meercats wanted to live in Iceland?’ in KS1 to ‘Why should rainforests be important for us all’ in KS2. These questions have been carefully chosen to ensure coverage of National Curriculum and also consider the school’s location, context and the children’s interests.

Throughout these themes as well as the disciplinary concepts being taught (the foundations of the curriculum) the substantive concepts of Physical Geography, Cartography, Settlements, Climate, Interdependence, Boundaries and Resources are taught. These concepts thread our curriculum together.  As the children move through each year group, they will be supported to make connections to what they have previously been taught.  This year we have been working on adding easily recognisable symbols to these key concepts, to make them accessible for all children.

Transition from EYFS to KS1

Continuity of learning

Kapow Primary’s Geography scheme aligns with the statutory EYFS guidance.

Key themes and skills introduced in EYFS are revisited and developed further in Key stage 1, ensuring continuity and progression.

This transition is aided by the continuity of learning created by the curriculum strands, which run from EYFS to Year 6. Subject leaders can pinpoint how knowledge develops in Reception and how this creates the foundation for learning in Key stage 1.

Building on early experiences

Lessons build on curiosity, exploration and discussion, which are central to EYFS learning. As pupils move into Year 1, more structured activities are gradually introduced.

In Key stage 1, oracy, questioning and storytelling help children transition from informal to more formal subject-based learning.

Development of key skills

The scheme supports the progressive development of skills, such as observation, reasoning and problem-solving, which are introduced in EYFS and strengthened in Key stage 1.

Adaptive teaching strategies ensure all learners are supported as they transition to more formal learning approaches.

Cross-curricular links

The scheme connects with EYFS Early Learning Goals, making links with communication and language, understanding the world and expressive arts to create a seamless transition.

It fosters independence and confidence, supporting children as they adapt to the expectations of Key stage 1 learning.

Impact

Through the teaching of Geography we want pupils to deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments. Pupils will have a working locational knowledge that they can recall as and when needed and have maintained and developed their curiosity and fascination for the world in which we live. Pupil’s will have an increased interest and understanding about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes.

How we measure Impact

We evidence progress through the following methods:

• Written outcomes

Pupils demonstrate their learning and provide tangible evidence of progress through a variety of activities, including structured written work, annotated diagrams and creative responses.

• Pupil Voice

Lessons encourage discussion, reflection and verbal explanations. This allows teachers to capture pupils’ understanding through questioning, class discussions and recorded responses, supporting a broader view of progress beyond written work.

• The Assessment Spreadsheet (as part of our whole school INSIGHT tracking).

The Assessment spreadsheet helps to help track pupils’ Geography attainment over time. This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.

The Assessment spreadsheet helps to help track pupils’ Geography attainment over time. This tool allows teachers to record progress against learning objectives and assessment statements, making it easier to monitor development and identify areas for support.

Assessment

Formative

Kapow Primary Geography lessons include ongoing assessment opportunities, such as questioning, retrieval practice and interactive activities. These enable teachers to assess understanding in real time and adapt their teaching accordingly.

Summative

Each unit provides an Assessment quiz and Knowledge catcher, which allow teachers to measure pupils’ understanding at key points. These tools help gauge how well pupils have retained key knowledge and skills over time.