As geographers, our INTENT is:

At St Alban’s, we aim to inspire pupils to be curious, confident geographers who understand the world around them and their place within it. Our geography curriculum is designed to develop pupils’ knowledge of places, people, environments and physical and human processes, while nurturing a strong sense of enquiry, responsibility and environmental awareness. We intend for pupils to develop a secure understanding of key geographical concepts, vocabulary and skills progressively from EYFS to Year 6.

We design meaningful and engaging geographical enquiry topics which support children to ask questions, investigate evidence, and form conclusions. Learning is carefully sequenced so that new knowledge builds on what has been taught before, enabling pupils to make connections across units and over time. We make clear links between local, national and global contexts, helping children to understand how geography relates to their own lives, their community, and the wider world.

As a school, we build resilience, teamwork and independence through fieldwork and outdoor learning opportunities, in line with our school values of love, courage and fellowship. Through geography, pupils explore issues such as sustainability, environmental change and human impact, developing informed attitudes and a sense of responsibility as future global citizens.

And we IMPLEMENT this by:

Geography is taught through carefully planned learning quests that follow the National Curriculum and ensure progression in knowledge, skills and vocabulary across all year groups. Teaching is underpinned by a clear golden thread of assessment, allowing pupils to revisit and build on prior learning and enabling teachers to identify misconceptions and adapt teaching in real time.

We implement our geography curriculum by using clear learning objectives, enquiry questions and subject-specific vocabulary in every lesson. Retrieval practice, talk partners and structured discussion are embedded so pupils can confidently use geographical language in both spoken and written work. We make effective use of high-quality resources, including atlases, maps, digital tools (such as online maps and Google Earth), compasses and the school grounds for fieldwork and orienteering.

Regular opportunities for fieldwork, surveys and local case studies bring learning to life and strengthen real-world relevance. All learners are supported through adapted resources, modelling, scaffolding and targeted questioning. We promote pupil leadership and responsibility through Sustainability Champion links and pupil voice opportunities, empowering children to evaluate and shape geography learning.

The IMPACT of this is:

The impact of our geography curriculum is that pupils leave our school as knowledgeable, articulate and enthusiastic geographers who can confidently explain their learning and apply it in meaningful ways. We know our geography provision is effective because pupils can clearly explain what geography is, what they are learning, and how it connects to previous units and real-life contexts. Learning quest books show clear progression, with evidence of enquiry, skill development, reflection and the accurate use of geographical vocabulary over time. Teachers use assessment effectively to identify misconceptions, adapt teaching and ensure strong progress for all pupils.

Pupil voice demonstrates high levels of engagement, enjoyment and curiosity, particularly during practical and fieldwork-based learning. Behaviour and attitudes during geography lessons and outdoor learning are positive, with pupils showing resilience, collaboration and independence. Pupils are increasingly able to make links between physical and human geography and explain cause and effect. All pupils, including disadvantaged and SEND learners, make good progress from their starting points, supported by inclusive teaching and appropriate resources. Geography is clearly visible and valued across the school, contributing to pupils’ understanding of sustainability, community, diversity and their role as responsible global citizens.

Governors, through the Governor Visit Plan and Subject Leader Reports, evaluate the work of the geography leader in ensuring that the quality of teaching and learning across the school is effective for all pupils. They ensure that pupils are ready for transition to secondary school and are equipped with the skills to flourish and succeed as caring individuals.