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Essentials for Geography 

As a school, we have agreed to the following non-negotiables as a minimum requirement for the teaching of Geography:


  • High standards and expectations of work
  • Use exact statements from Scheme of Work (which have come directly from National Curriculum for each Year Group) for L.O.
  • Vocabulary from the Topic Organiser is used and referred to within the topic lesson


  • Use Topic Organiser (including vocabulary to be covered within the topic) and ensure that Geography tasks included on the Topic Organiser are completed
  • Use of age-related atlases for ‘Location and Place Knowledge’ used
  • One Maths link lesson to Geography topic
  • Non-Fiction, Geography books are referred to as part of topic sessions
  • Complete a Frayer/Hochman diagram relating to your Topic
  • English/Reading comprehension based session relating to Geography topic
  • To have some lessons within the half term that include the bronze, silver and gold LO sheets

 Topic Display/Working Wall:

  • Geography topic clearly displayed on Topic display board
  • To include examples of children’s work as well as support materials for lessons.
  • Pictures/photographs or diagrams relating to Geography topic
  • To include the specific vocabulary for that Geography (taken from Progression Grid/Scheme of Work)
  • Non-fiction, topic-related books are displayed and accessible for children in class
  • Maths eyes on topic display

Where appropriate:

  • Classes to have one visit per year
  • Classes to included an external visitor per year
Geography at Stanley Grove Primary and Nursery School
Intent Implementation Impact
  • To use the National Curriculum to develop and use a clear and comprehensive scheme of work with clear progression from EYFS to Y6 with clear geographical vocabulary linked to each year group for Geography.
  • To ensure that the scheme of work (covering National Curriculum objectives) is covered across school and to ensure that links are made with Maths and English within the subject of Geography.
  • Teachers to plan from Geography Scheme of Work for their year group, making sure they cover the Stanley Grove essentials.
  • Geography leader checks long-term plans and children’s books for coverage.
  • Teachers carefully consider progression as they are planning (they start by revisiting prior learning and sequence lessons with a logical process in mind).
  • Teachers further children’s knowledge, skills and understanding as they progress though school (see Geography progression grid).
  • Teachers use appropriate vocabulary for their year group (see progression grid for Geography).
  • Teachers revisit subject specific vocabulary, using topic organisers and displays as a vehicle for support.
  • Children will aspire to achieve challenging targets and/or age expectations in Geography at the end of their cohort year.
  • Children will retain knowledge that is pertinent to Geography (evidenced in Topic Organiser Recap sessions/quiz)
  • Children will use geographical vocabulary that is appropriate for their year group.
  • Progression will be seen in books across year groups, as well as use of geographical vocabulary across year groups.
  • To provide a sequential, well-planned and engaging Geography curriculum rooted in geographical enquiry, using maps and fieldwork, studying human and physical geography in order to understand the world in which we live in today. Pupils should be competent in asking questions, planning, recording and drawing conclusions and using appropriate geographical knowledge.
  • Teachers encourage children to be actively involved in the process of geographical enquiry across a broad and balanced scheme of work for Geography (see progression grid for details).
  • Children are given opportunities to develop their learning through a range of teaching approaches.
  • Children have appropriate equipment for their age range (for example infant/junior/Oxford atlases) to enable them to develop as Geographers.
  • Children will be confident in applying geographical enquiry.
  • Children will be able to apply an independent approach to questioning, research using primary and secondary sources, use maps, compare areas of varying scales, collect evidence and draw geographical conclusions.
  • Children will be able to record and report their findings.
  • To focus part of our geographical enquiry on our local area.
  • To promote a love of Geography and to raise the profile of Geography in school.
  • To explore and investigate how geographical enquiry is used in every day career paths.
  • Teachers to provide a range of opportunity for geographical enquiry.
  • For children in Year 5 to showcase their knowledge in an inter-school ‘Geography Bee’
  • Visits e.g. Robinwood Residential, Standedge Tunnel, Scarborough, Yorkshire’s Coal Mining Museum, Stanley Marsh
  • Visitors into school: Wakefield Museum Service
  • Children begin to recognise how to improve their enquiries, to improve further enquiries.
  • Children should enjoy ‘hands-on experience in Geography’
  • Engaging enquiries will result in a positive impact on attainment in Geography.
  • Children will be confident in using Geography equipment (see progression grid for details)
  • Children will enjoy Geography.
  • Children will understand and respect our locality.