St Margaret Clitherow Catholic Primary School

We act with love, build our faith and grow as people


Geography Intent, Implementation & Impact Statement

St Margaret Clitherow


Our Geography curriculum aims to:

  • Inspire in pupils a curiosity and fascination about the world and its people.
  • Develop knowledge of the location of globally significant places including their physical and human characteristics.
  • Understand geographical similarities and differences through the study of different regions.
  • Describe and understand key aspects of physical and human geography using a wide range of geographical vocabulary.
  • Use geographical skills including maps, atlases, globes, digital computer mapping, compasses, grid references etc.
  • Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods.



How is our Geography curriculum planned?

Early Years Provision - Activities and experiences for pupils will be based on the areas of learning and development, as outlined in the DfE’s ‘Statutory framework for the Early Years Foundation Stage’. All activities will adhere to the objectives set out in this framework. In particular, geography-based activities will be used to develop pupils’ knowledge and understanding of the ‘People Culture and Communities’ and ‘The Natural World.’ 

Years 1 to 6 Provision -

Geography is taught as a discrete subject although links are made with other subjects where possible (see our Curriculum Overviews). Our school uses the Rising Stars Geography plans as a framework for breaking down the National Curriculum programmes of study into manageable chunks. All teachers adapt this planning according to the needs of the pupils in their class including those with SEND (see further details below). Planning is also adapted to consider the local context, particularly in the case of fieldwork opportunities.  Pupils learning is enriched through class visits/visitors, fieldwork and workshops inspiring pupils' curiosity and fascination about their world.  There is a focus on pupils retaining key knowledge and to assist this, there are recurring themes between the different topics.  Pupils also develop a broad and lasting knowledge of geographical vocabulary and they confidently understand and are able to utilise this vocabulary in their work.



All topics start with a ‘hook’: This includes enquiry questions, visitors, visits, objects of interest, photographs etc.

Pupils are presented with Knowledge Organisers at the start of each topic – these are stuck in pupil books at the start of each unit. They include ‘sticky knowledge’ we want pupils to remember and understand, as well as lists of key unit vocabulary including definitions.

All planning uses an enquiry approach including enquiry questions, investigations, research and local studies.

Teachers frequently recap on work covered to help pupils retain key knowledge. This includes the use of quizzes.

All pupils complete ‘Key Assessment Tasks’ every topic (linked to National Curriculum expectations). This helps inform ongoing teacher assessments of attainment and progress.



Formative assessment in Geography:

  • Is embedded as an essential part of teaching and learning.
  • Involves sharing learning objectives and success criteria with pupils.
  • Aims to help pupils to know and recognise the standards they are aiming for.
  • Involves pupils in peer and self-assessment.
  • Provides subject specific feedback which leads pupils to recognising their next steps and how to take them.
  • Is used by the Senior Leadership Team and teachers to: adapt the curriculum, target professional development, audit resources and to further develop progression of all pupils in all classes.

All pupils complete ‘Key Assessment Tasks’ every topic. This is usually at the end of a topic, but could be within, depending on the concept or skill that is being assessed. Teachers mark this work in-depth and use assessment criteria to award a level: Working Towards, Meeting or Exceeding. Teachers use this assessment to record individual pupil progress on INSIGHT every term. This information is then used to plan for gaps in knowledge. Each teacher then assesses whether a child is meeting the ‘Expected’ standard at the end of the year based on these ongoing records. End of year levels are recorded on INSIGHT and reported annually to parents.

SMC Geography & History Curriculum Map Overview