Intent

What do we aim to achieve through our Geography curriculum?

At St Mary’s, our curriculum is designed to instil a lifelong curiosity about the world and a sense of responsibility for its future. Grounded in our school’s values of care, curiosity, and respect, our Geography curriculum aims to develop pupils’ understanding of diverse places, people, and environments, both locally and globally. It builds essential geographical knowledge and concepts, promotes critical thinking and enquiry, and fosters empathy, enabling children to interpret the world, understand their place within it, and appreciate the impact of human and physical interactions. Through this, pupils are prepared for future learning, equipped with life skills such as analysis, teamwork, communication, and problem-solving, and are introduced to real-world applications and careers in geography.

Implementation

How is our Geography curriculum delivered in practice?

At St Mary’s, our curriculum is implemented through a carefully sequenced and inclusive programme that builds on prior knowledge and ensures progression across all key stages. Teaching begins in the Early Years with children’s immediate environment and expands outward in scale and complexity, using thematic units that cover physical and human geography, sustainability, and global challenges. Lessons are enriched by high-quality fieldwork opportunities, practical map work, digital tools, and immersive workshops that make learning relevant and accessible. Geography is taught through enquiry-based approaches, where pupils explore questions such as “Why do people live near volcanoes?” or “How are humans changing our coasts?” Teaching is adapted to support all learners through differentiated tasks, the use of visuals, scaffolded vocabulary, and accessible resources. Strong cross-curricular links with science, history, and PSHE enhance pupils’ broader understanding.

Impact

What difference does our Geography curriculum make?

At St Mary’s, our curriculum ensures that pupils make strong progress in geographical knowledge, skills, and understanding. Regular formative and summative assessments track progress and identify gaps, which are then used to inform planning and targeted support. Pupil voice and work scrutiny demonstrate increasing confidence in geographical vocabulary, fieldwork techniques, and spatial awareness. Pupils can interpret data, read and create maps, explain physical and human processes, and reflect on global issues such as climate change. This learning empowers them to think critically about their world and take informed, responsible action. Through this, St Mary’s pupils grow into thoughtful, well-informed global citizens, well-prepared for secondary geography and future life transitions.