Intent, Implementation and Impact Statement

Intent

At Samlesbury CE Primary School, our geography curriculum is designed to inspire pupils with a curiosity and fascination about the world and its people that will remain with them for life. We aim to equip children with a deep understanding of diverse places, people and resources, as well as natural and human environments. Our intent is to develop geographical knowledge, skills and vocabulary that enable pupils to explore the relationships between physical and human processes and how these shape the world around them.

We want our children to:

  • let their light shine by becoming thoughtful global citizens - living to do good, care for the planet, and understand the diverse world God has created.
  • develop a sense of place and identity, both locally and globally.
  • understand the impact of human activity on the environment and how they can contribute to sustainability.
  • become confident in using maps, atlases, digital tools and fieldwork to investigate geographical questions.
  • make connections across topics and disciplines, for instance linking geography to history, science and citizenship.
  • meet the expected standards within both the EYFS early learning goals (Understanding the world) and the National Curriculum for geography.

 

Implementation

The National Curriculum organises geography into four key strands:

  • Locational knowledge
  • Place knowledge
  • Human and physical geography
  • Geographical skills and fieldwork.

At Samlesbury, we use Kapow Primary Geography as the basis for our planning, adapted and developed where appropriate, which has a clear progression of skills and knowledge within these four strands.  

Our approach includes:

  • a spiral curriculum model, revisiting essential knowledge and skills with increasing complexity, allowing pupils to revise and build on their previous learning.
  • a range of teaching strategies, including the use of high-quality resources such as digital mapping tools and interactive activities.
  • opportunities for fieldwork and outdoor learning, both within the school grounds and in the local area.
  • cross-curricular links with subjects such as history, science and PSHE to deepen understanding, where appropriate. However, geography is taught as a discrete subject, rather than incorporated within ‘topic’ work.
  • regular assessment opportunities to monitor progress and inform future planning.
  • a focus on vocabulary development, and retrieval practice to support long-term retention and understanding.
  • ongoing staff CPD to support and strengthen strong subject knowledge for all teaching staff.
  • one geography unit will be taught in each class each term, however within Y5/6, this will be a fortnightly lesson taking place throughout the full term; in Y1-4 this will be a weekly lesson for a full half-term; in YR children will develop their skills through the continuous provision including specially organised activities to support the ‘Understanding the world’ early learning goal.

Impact

By the end of each key stage, pupils will have developed a secure understanding of the world around them and their place within it, aligning with the expectations in both the EYFS early learning goals and the National Curriculum for geography. They will be able to ask and answer geographical questions, interpret a range of sources, and communicate their findings effectively.

The expected impact of our geography curriculum is that children will:

  • compare and contrast human and physical features to describe and understand similarities and differences between various places in the UK, Europe and the Americas.
  • name, locate and understand where and why the physical elements of our world are located and how they interact, including processes over time relating to climate, biomes, natural disasters and the water cycle.
  • understand how humans use the land for economic and trading purposes, including how the distribution of natural resources has shaped this.
  • develop an appreciation for how humans are impacted by and have evolved around the physical geography surrounding them and how humans have had an impact on the environment, both positive and negative.
  • develop a sense of location and place around the UK and some areas of the wider world using the eight-points of a compass, four and six-figure grid references, symbols and keys on maps, globes, atlases, aerial photographs and digital mapping.
  • identify and understand how various elements of our globe create positioning, including latitude, longitude, the hemispheres, the tropics and how time zones work, including night and day.
  • present and answer their own geographical enquiries using planned and specifically chosen methodologies, collected data and digital technologies.
  • meet the ‘Understanding the World’ Early Learning Goals at the end of EYFS, and the end of key stage expectations outlined in the National curriculum for Geography by the end of Year 2 and Year 6.

This will be evidenced through:

  • pupil voice: children can articulate what they have learned and why it matters.
  • outcomes in books: work demonstrates progression, curiosity and application of geographical skills.
  • assessment data: pupils meet or exceed age-related expectations. Progress is reported to parents annually via reports, with data entries on the school tracker being made twice a year. 
  • engagement: children show enthusiasm for geography and take pride in their learning.

Ultimately, our geography curriculum helps pupils become informed, responsible global citizens who understand the importance of caring for the planet and respecting cultural diversity, reflecting our school vision of letting your light shine and making a difference.