At The Palmer Academy, our Geography curriculum aims to instil a curiosity for the world and the people who live there and develop in all our children the characteristics and attributes of a geographer. Our geography curriculum will be taught through the theme of “impact” where the children will be able to evaluate the impact of humans, events, location and change.

Our children will also be taught about key people throughout time that had a positive impact of our world which can be seen through the learning we do in Geography.  

The children will have an excellent knowledge of where terrestrial and marine places are and of their physical and human characteristics, both in the UK and the wider world. They will learn that geographical locations and places are interdependent and interconnected and understand the processes that shaped and changed their features over time. 

They will accumulate the fieldwork skills of collecting and analysing data using a variety of sources such as globes, maps, aerial photographs and digital mapping. Over time, they will develop a fluency in complex, geographical enquiry skills such as questioning, explaining and effectively presenting their findings and conclusions. They will be able to express well-balanced opinions based on their acquired knowledge and understanding about current issues in society and the environment. By the end of their primary schooling, they will have an extensive base of geographical knowledge, skills and vocabulary.


  1. The beginning of every unit begins with a diagnostic task for teachers to assess prior knowledge and ensure children have the opportunity to guide the learning to answer question they have about the world around them.  
  2. Teachers will then follow the medium-term plans which are all centred around a big question, learning objective and success criteria.  
  3. At least one full lesson will focus on the powerful person identified for that topic. Powerful people should be seen on displays, discussed each lesson and used to hang topic knowledge on. 
  4. We build upon the learning and skill development of the previous years by beginning each lesson with a “Just Checking” page which draws on prior topics and helps to embed knowledge over time.
  5. Vocabulary for each geography unit is evidenced in the book at the beginning of the topic and is specifically taught and referred to through each lesson. This language will also be available in the children’s environment. 
  6. There is evidence of support and challenge for children through questioning, scaffolding and independent activities. Children are not pushed to future curriculum knowledge but instead their knowledge is stretched through the depth and application of activities planned. 
  7. As children progress through the school, they revisit the appropriately sequenced geographical knowledge, skills and vocabulary so that they are built on year-by-year and across topics. This ensures children are given opportunities to achieve depth in their learning.
  8. Learning can be evidenced in a variety of different ways including pictures, posters, written work and diagrams and a particular focus on practical learning and enquiry. Children are provided with a variety of opportunities for geography learning inside and outside the classroom, including visiting experts to enhance the learning experience.
  9. The local area is fully utilised through local area studies and, for example, orienteering within the school grounds.
  10. School trips further afield and residentials provide additional opportunities to practice geographical and fieldwork skills and enhance children’s understanding of the world beyond their locality.
  11. Each unit will finish with an assessment of knowledge and skills.


Our Geography curriculum is planned to demonstrate skills, knowledge and vocabulary progression to ensure age related attainment at the end of each Key Stage. Upon completion of each unit teachers will assess children against the progression of skills and knowledge document. Each project’s clear structure allows pupils to demonstrate:

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

An assessment (either in a quiz form or an open ended task) will take place to track children’s progress against age related expectations for Geography. Analysis of these assessments will inform future planning, “just checking” starters and links to other subjects.

Useful Documents:

Geography KPIs

Geography National  Curriculum

Geography Vocabulary

Knowledge Organiser Year 1 Home Sweet Home

Knowledge Organiser Year 1 London's Calling

Knowledge Organiser Year 1 Whirling Weather

Knowledge Organiser Year 2 Coming to Kenya

Knowledge Organiser Year 2 You're in Europe

Knowledge Organiser Year 3 Countries, Counties and Cities

Knowledge Organiser Year 3 Shakes and Quakes

Knowledge Organiser Year 3 What's Beneath Our Feet

Knowledge Organiser Year 4 Amazing Amazon

Knowledge Organiser Year 4 Moving Mountains

Knowledge Organiser Year 4 Spectacular Spain

Knowledge Organiser Year 5 Field to fork

Knowledge Organiser Year 5 Cool Coasts

Knowledge organiser Year 5 Rivers

Knowledge Organiser Year 6 Green Planet

Knowledge Organiser Year 6 Overheating World

Knowledge Organiser Year 6 Blue Planet