Geography

Geography Vision

At Oake, Bradford and Nynehead Primary School, our vision is to inspire children to become curious, knowledgeable and responsible geographers who understand the world around them and their place within it. Through the Kapow Primary Geography curriculum, we aim to develop children's understanding of diverse places, people and environments, while nurturing a lifelong interest in the wider world. We believe that geography equips pupils with the knowledge and skills needed to make sense of our changing planet and empowers them to become informed global citizens.

Intent

Our geography curriculum is designed to provide pupils with a coherent, knowledge-rich understanding of the world, underpinned by the progressive structure of the Kapow Primary scheme of work.

We intend for pupils to:

• Develop a secure understanding of locational and place knowledge at local, national and global scales.
• Build substantive geographical knowledge about human and physical processes and how they interact.
• Develop disciplinary knowledge by thinking and working as geographers through enquiry, investigation and fieldwork.
• Gain an understanding of environmental issues, sustainability and the impact humans have on the world.
• Explore diverse cultures, communities and landscapes, promoting respect, empathy and global awareness.
• Acquire and confidently use rich geographical vocabulary.
• Make meaningful connections between prior and new learning through a carefully sequenced curriculum.
• Develop curiosity and a sense of wonder about the world that extends beyond the classroom.

Our curriculum reflects the ambition of the National Curriculum and ensures all pupils, regardless of starting point, can access and succeed in geography.

Implementation

Geography is taught through the Kapow Primary Geography scheme, which provides a carefully sequenced curriculum that builds knowledge and skills progressively across year groups.

The curriculum is implemented through:

A Well-Sequenced Curriculum

• Units are logically organised to build upon previously taught knowledge.
• Core geographical concepts are revisited and deepened over time to support long-term retention.
• Learning is designed to move from children's immediate experiences to broader national and global contexts.

Explicit Vocabulary Instruction

• Key geographical vocabulary is identified, taught and revisited throughout units.
• Subject-specific terminology is embedded through discussion, reading and written outcomes.

Geographical Enquiry

• Children are encouraged to ask questions, investigate evidence and draw conclusions.
• Lessons promote critical thinking through comparisons, interpretations and problem-solving activities.

Fieldwork and Practical Learning

• Pupils engage in fieldwork opportunities that develop observation, data collection and analytical skills.
• Children apply classroom knowledge in meaningful, real-world contexts.

Use of High-Quality Resources

• Maps, atlases, globes, aerial photographs, satellite imagery and digital technologies are used to develop geographical understanding.
• Visual and practical resources support pupils in making sense of abstract concepts.

Inclusive Practice

• Adaptive teaching ensures all pupils can access the curriculum.
• Scaffolds, pre-teaching of vocabulary, visual supports and practical experiences help all learners succeed while maintaining high expectations.

Retrieval and Assessment

• Regular retrieval opportunities help children remember key knowledge.
• Weekly low-stake quizzes help to children to constantly recall knowledge learned.

Impact

The impact of our geography curriculum is demonstrated through pupils who can think, speak and work as geographers.

By the end of their primary education, pupils will:

• Possess a secure body of geographical knowledge that they can recall and apply.
• Demonstrate progression in both substantive and disciplinary geographical knowledge.
• Use geographical vocabulary accurately and confidently.
• Ask thoughtful questions and engage critically with geographical information.
• Interpret a range of geographical sources, including maps, photographs and data.
• Conduct fieldwork and present findings using appropriate methods.
• Understand connections between people, places and environments across different scales.
• Show awareness of environmental challenges and understand their role as responsible global citizens.
• Be well prepared for the next stage of geographical learning.

Impact is evidenced through:

• Pupil discussions and interviews.
• Work in books and recorded outcomes.
• Fieldwork activities and investigations.
• Assessment outcomes.
• Children's ability to make connections between previously taught and new learning.

Ultimately, pupils leave our school with the knowledge, skills and vocabulary needed to understand the complexity of the world around them and the confidence to engage positively with it throughout their lives.