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Knowledge Overview

Skills progression



Through our Geography curriculum our aim is that the children will develop a contextual knowledge of the location of significant places and geographical processes. 

Throughout their learning journey form Year R to Year 6 children at The Schools of Woolton Hill will explore a range of places, locally and globally, and learn about a wide variety of different physical and human features. Geography is a skill based subject, children will build on these skills as they move through the school. The children will interpret a range of sources including: maps, aerial photographs, globes and diagrams developing more advances skills as their learning progresses. We also believe that children should develop their geographical skills through a Geographical Enquiry Approach to make their learning meaningful and promote critical thinking. 

The National Curriculum details four aspects of Geography: Locational geography, Place knowledge, Human and physical geography, Geographical skills and fieldwork. In every Geography topic three or four of these aspects are taught through an enquiry based approach. ‘A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of Earth’s key physical and human processes. 

As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the framework and approaches that explain how Earth’s features at different scales are shaped, interconnected and change over time’ (DfE, 2013, p.184). 

At The Schools of Woolton Hill we seek to inspire in pupils a curiosity and fascination about the world and its people; to promote the children’s’ interest and knowledge of diverse places, people, resources and natural and human environments, together with a deep respect and understanding of the Earth’s key physical and human processes. 



At The Schools of Woolton Hill we are committed to the teaching of a high quality geography curriculum. To ensure high standards of teaching and learning in geography, we implement a curriculum that is progressive throughout the whole school, building on prior knowledge and developing substantive and disciplinary knowledge alongside geographical skills. ‘children themselves must be actively engaged in making sense of the world; they need to be able to connect new knowledge to what they already know and construct their own meanings.’ (Susan Pike. Learning Primary Geography, p.9). 

Geography lessons are taught in topics with one topic being taught every half term. During geography topics, we develop pupils’ thinking through a geographical enquiry with a key enquiry question which drives the topic. Children can demonstrate their learning through a final topic outcome. Knowledge is developed through opportunities to look back to prior learning and recalling key information. T

Teachers, supported by the Geography Coordinator, plan topics for their phase following our two year curriculum long term map. The geographical coverage, knowledge and skills are mapped out in the schools own progression of knowledge and skills documents. Each lesson is differentiated to allow all children to access the lessons and be challenged where appropriate. Teachers are encouraged to make relevant use of the school grounds and the local area for fieldwork, to enable children to learn from first hand experiences. 



Formative assessment in geography takes place during each lesson. Oral feedback is provided to pupils as well as written feedback, related to the learning objective of the lesson. Misconceptions are addressed and staff use learning time to ensure that children have opportunity to work through their misconceptions and continue to practice and apply the skills learnt. 

Children’s geographical skills and knowledge are assessed at the end of each topic and are used to inform planning and next steps for the class and individual children. The teaching of geography is monitored regularly, through book looks, discussion with staff and children, planning monitoring and learning walks. This information is used to identify strengths and areas for development of the subject, driving the subject forward.

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