Intent

At The Grange Academy, we aim to inspire pupils to become curious and explorative thinkers who develop a deep understanding of the world around them. Through our carefully sequenced and engaging geography curriculum, pupils are equipped to think like geographers—questioning, observing, and analysing their surroundings to make sense of human and physical processes at a local, national, and global level.

Our geography curriculum is built on the following priorities:

• Developing geographical skills and knowledge: Pupils gain a strong understanding of geographical concepts, processes, and vocabulary while developing the practical skills needed to observe, measure, record, and analyse data.
• Fostering critical thinking: Pupils are encouraged to ask perceptive questions, analyse evidence, and form conclusions, developing their ability to think independently and critically about the world.
• Promoting fieldwork and real-world connections: Pupils build fieldwork skills across all year groups, applying their learning to hands-on investigations and exploring their local area before comparing it to contrasting places around the world.
• Raising environmental and global awareness: Pupils develop an understanding of how geography shapes our lives and recognise their role as resourceful, active citizens who can contribute to a more sustainable and equitable future.

Our Vision

At The Grange Academy, we believe geography plays a vital role in preparing pupils for the challenges of an interconnected world. By engaging with our curriculum, pupils will:

• Develop a deep knowledge of their local environment and understand how it connects to the wider world.
• Build an appreciation for the diversity of cultures, places, and environments, recognising similarities and differences and celebrating the richness of human and physical geography.
• Explore geographical concepts such as place, space, scale, and sustainability, understanding how human and natural processes influence change over time.
• Gain confidence in using geographical tools and fieldwork techniques, including maps, compasses, atlases, and digital technologies, to investigate and communicate their findings.

Our Approach

We use the Kapow Primary Geography Scheme of Work, which ensures a clear progression of skills and knowledge from Year 3 to Year 6. Through this approach, pupils:

• Are exposed to high-quality, knowledge-rich lessons that build geographical understanding incrementally.
• Engage in practical fieldwork opportunities that bring geography to life, enabling them to explore, measure, and record data through real-world experiences.
• Develop critical thinking by examining evidence, forming conclusions, and discussing geographical challenges such as sustainability, climate change, and human impact.
• Learn to use and apply a rich geographical vocabulary, enabling them to articulate their understanding effectively.

By the time pupils leave The Grange Academy, they will have developed a deep curiosity about the world and the confidence to explore it further. They will possess the skills, knowledge, and mindset to think critically, solve problems, and contribute meaningfully to the local and global community, preparing them for their Learning for Life journey and beyond.

 

Implementation

At The Grange Academy, our geography curriculum is delivered using the Kapow Primary Geography Scheme of Work, which provides a clear, progressive, and engaging programme of study. Geography is timetabled to alternate with history, ensuring that pupils engage with one geography unit per term. This structure allows pupils to develop depth in their geographical understanding while balancing humanities across the year.

Curriculum Structure

The Kapow scheme is built on the four strands of the National Curriculum:

1. Locational knowledge
2. Place knowledge
3. Human and physical geography
4. Geographical skills and fieldwork

These strands are revisited and developed through a spiral curriculum, where skills and knowledge are revisited with increasing complexity. This approach ensures that pupils build on prior learning and develop secure foundations in key geographical concepts, such as place, scale, and interconnection.

Each geography unit is driven by an open-ended enquiry question to engage pupils in purposeful learning. Through enquiry-based approaches, pupils:

• Learn to ask questions, make observations, measure and record data, and present their findings to a range of audiences.
• Develop confidence in fieldwork skills, which are practised regularly and applied in real-world contexts.

Fieldwork and Local Studies

Fieldwork is at the heart of our geography curriculum and follows a structured enquiry cycle: question, observe, measure, record, and present.

• Pupils begin with fieldwork in the familiar setting of the school grounds to develop confidence and consolidate skills.
• As pupils progress, they apply their fieldwork skills to local studies, exploring human and physical geographical features in their immediate environment.
• Units include opportunities for larger-scale visits to contrasting environments to investigate and compare key geographical themes.

This approach ensures fieldwork is regular, accessible, and integral to the curriculum, while fostering a strong understanding of pupils’ locality and enabling meaningful comparisons to other places globally.

Resources and Tools

To support the delivery of the geography curriculum, staff have access to:

• Knowledge organisers for each unit, which provide key facts, vocabulary, and recall opportunities to build factual knowledge.
• Teacher CPD videos and resources within the Kapow scheme to develop subject knowledge and ensure confident, high-quality teaching.
• Practical tools such as maps, atlases, compasses, and digital resources to enhance lessons and ensure pupils gain hands-on experience.
• Digital technologies, including Google Earth and online mapping tools, to investigate locations and patterns in a modern, interactive way.

Teaching and Learning Strategies

Lessons are designed to appeal to all learning styles and incorporate a variety of teaching strategies, including:

• Practical hands-on activities, such as map reading, data collection, and fieldwork.
• Collaborative tasks, including paired and group work, to encourage discussion and teamwork.
• Computer-based learning, using digital tools to analyse and present geographical data.
• Independent enquiry, enabling pupils to develop critical thinking and problem-solving skills.

Lessons are inclusive, with guidance on adapting teaching to meet the needs of all learners. Stretch activities provide opportunities for challenge and greater depth for high-attaining pupils.

Raising the Profile of Geography

At The Grange Academy, we strive to raise the profile of geography across the school through:

• Cross-curricular links: Geography skills are applied across the curriculum, such as presenting fieldwork data in maths, writing geographical reports in English, and exploring sustainability in science.
• Enrichment Opportunities:
  • Educational visits and field trips to local and contrasting environments, such as woodlands, rivers, or urban centres.
  • Participation in Earth Day or Eco-Warrior projects, linking to the school’s sustainability initiatives and Eco Council.
  • Guest speakers, such as environmental experts or community planners, to demonstrate real-world applications of geography.
• Displays and Celebrations: Pupils’ work, fieldwork findings, and enquiry outcomes are celebrated through classroom and corridor displays, showcasing learning and encouraging pride in their achievements.

Why We Teach Geography This Way

The rationale behind our implementation is to ensure that pupils develop a deep understanding of their locality, build geographical skills systematically, and make meaningful connections between their immediate environment and the wider world. By alternating geography and history each term, we ensure focused and impactful learning opportunities for both subjects.

 

Impact

At The Grange Academy, the impact of our geography curriculum is evident in the knowledge, skills, and understanding pupils develop as they progress through the school. By following a clear and progressive scheme of work, pupils become confident, curious, and inspired geographers who can make sense of the world and their place within it.

Through an enquiry-based approach, pupils engage with geographical concepts in meaningful ways, enabling them to:

• Compare and contrast human and physical features of places in the UK, Europe, and the Americas, identifying similarities and differences.
• Name, locate, and understand the location of physical processes (e.g., climate, biomes, natural disasters, water cycle) and how these interact over time.
• Understand human geography, including how humans use land, the role of economic activity, trade, and how natural resources shape societies.
• Appreciate the interconnection between humans and physical geography, recognising both positive and negative impacts on the environment.
• Develop a strong sense of place using geographical tools such as maps, globes, compasses, grid references, aerial photographs, and digital technologies to identify, describe, and interpret locations.
• Explore global positioning concepts, including latitude, longitude, hemispheres, the tropics, time zones, and the relationship between night and day.
• Present and answer their own geographical enquiries by planning investigations, collecting and analysing data, and presenting findings using appropriate methodologies.

By the end of Year 6, pupils will have a secure knowledge of key geographical concepts and skills, enabling them to transition confidently to Key Stage 3. They will leave The Grange Academy with respect for the world, an appreciation of environmental sustainability, and a curiosity to continue exploring the world around them.

Assessment of Geography

At The Grange Academy, assessment is integrated into the teaching and learning process to ensure pupils are progressing effectively and meeting curriculum expectations.

1. Formative Assessment (AfL):
   • Teachers assess pupils’ understanding within lessons through questioning, discussion, and observation of tasks.
   • Pupils’ progress is monitored through written and verbal outcomes, practical tasks, and fieldwork participation.
2. Summative Assessment:
   • Each unit includes a unit quiz and a knowledge catcher to assess pupils’ understanding at the start and end of each unit.
   • Pupils demonstrate their learning through enquiry-based tasks, where they collect, analyse, and present geographical findings using fieldwork skills and digital tools.
3. Tracking and Monitoring:
   • Termly assessments feed into Arbor, our school’s tracking system, enabling teachers and leaders to monitor progress across year groups and identify areas for further development.
   • Evidence of learning, including written work, fieldwork outcomes, and presentations, is gathered in geography books or portfolios to showcase progress and achievements.

Impact on Pupils

By following our geography curriculum, pupils will:

• Have a strong sense of place and an understanding of their locality in relation to the wider world.
• Develop the geographical skills needed to explore, interpret, and present data effectively using maps, compasses, and digital tools.
• Recognise the importance of sustainability and understand the impact of human activity on the environment.
• Demonstrate critical thinking and problem-solving skills through enquiry-based learning and fieldwork.
• Meet the expected outcomes of the National Curriculum by the end of Key Stages 1 and 2, as well as the Understanding the World Early Learning Goals in EYFS.

Preparing for the Future

Pupils leave The Grange Academy equipped with the geographical knowledge, skills, and attitudes needed to succeed in secondary school and beyond. They are resourceful, responsible, and inquisitive learners who understand the world’s diversity, challenges, and opportunities, preparing them to become active, global citizens.