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At High Halstow Primary Academy, we aim to provoke and provide answers to questions about the natural and human aspects of the world through Geography.  Our intention is to improve every pupil’s cultural and geographical understanding of the world around them, including their own heritage and location in the world.We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. 

We use the PYP framework and Geography curriculum at High Halstow to enable children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at High Halstow Primary Academy and also to their further education and beyond.

We monitor progress regularly through learning walks, book looks and discussions with pupils.

At High Halstow, we maintain strong links to the National Curriculum guidelines to ensure all aspects, knowledge and skills of Geography are being taught across the academy. We use Subject Progression Maps to ensure there is clear skills, knowledge and vocabulary progression throughout school. 


Teachers have identified the key knowledge and skills of each transdisciplinary theme and consideration has been given to ensure progression across topics throughout each year group across the school. At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the Programme of Inquiry and also ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.

We use assessment for learning within all lessons to ensure that teaching and learning is relevant and will help to plan for next steps. As part of our termly planning meetings, we reflect on the skills already taught and make plans to ensure next steps of learning are taken in a timely manner. 

Foundation subjects are assessed at the end of each year stating whether children are working towards, at or exceeding age-related expectations. This is then used to make sure all children are continuing to make progress and any children whose levels drop, or increase can be addressed accordingly.

Through the high quality teaching of Geography taking place, we will see the impact of the subject in different ways.

Through pupil voice, children will be able to talk about the skills and knowledge they have acquired. Children will be engaged in their learning and want to find out more. Children will complete research independently through projects and homework and to further their own enjoyment about the subject or topic covered in the Transdisciplinary Theme. 

Books will show that a range of topics are being covered, cross curricular links are made where possible and differentiated work set as appropriate. The school environment will be geography rich through timelines in classrooms, displays, books and resources available. 

As geographers, children will learn about the world around them to influence the decisions they make in their lives in the future. Assessments and monitoring will show standards in Geography will be high and will match standards in other subject areas.