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Geography Intent, Implementation and Impact Statement


At Eccleston St. Mary’s CE Primary School, Geography education should be fully inclusive to every child. Our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; and for the children to develop a love for Geography. Furthermore, we aim to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. (The 2014 Primary National Curriculum in England)

Geography teaching at Eccleston St. Mary’s CE Primary School has a wide application to everyday life, teaching the children to enjoy learning about the world and to have a better understanding of how people live in different locations.
The aims of teaching Geography in our school are:
• to inspire pupils’ curiosity to discover more about the world
• to enable children to know about the location of the world’s continents, countries, cities, seas and oceans.
• to enable children to know about the location of the countries, counties, cities and landmarks of the UK
• to develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
• to help children understand about the human and physical features of a place and how these can change over time

Special Educational Needs Disability (SEND) / Pupil Premium / Higher Attainers
All children will have Quality First Teaching. Any children with identified SEND or in receipt of pupil premium funding may have work additional to and different from their peers in order to access the curriculum dependent upon their needs. As well as this, our school offers a demanding and varied curriculum, providing children with a range of opportunities in order for them to reach their full potential and consistently achieve highly from their starting points.


To ensure high standards of teaching and learning in Geography, we implement a curriculum that is progressive throughout the whole school. Geography is taught as part of a termly topic, focusing on knowledge and skills stated in the National Curriculum.
The Geography curriculum at Eccleston St. Mary’s CE Primary School is based upon the 2014 Primary National Curriculum in England, which provides a broad framework and outlines the knowledge and skills to be taught in each Key Stage. Teachers plan lessons for their class using our progression of knowledge and skills document as well as our Key Knowledge Organisers. Teachers can use these documents to plan their geography lessons, taking account of their class’s interests and what they want to learn. The progression document ensures the curriculum is covered and the skills and knowledge taught are progressive from year group to year group.

When teaching Geography, teachers follow the children’s interests to ensure their learning is engaging, broad and balanced.
Geography teaching focuses on enabling children to think as geographers. A variety of teaching approaches are used based on the teacher’s judgement.

Geography provides excellent opportunities to enhance the learning of more able pupils through investigations, analysing sources and writing extending pieces. Children showing extensive aptitude in Geography will be placed on our schools gifted and talented register. These children will be selected for appropriate enrichment opportunities throughout the year.

At Eccleston St. Mary’s CE Primary School we provide a variety of opportunities for Geography learning inside and outside the classroom. We use our own school grounds to learn about plans and maps and undertake activities such as orienteering to fine-tune mapping skills. The children explore the local area immediately surrounding the school but also travel further afield to conduct geographical research and practise geographical skills. Geography field trips include a river study in Cuerden Valley; a visit to Liverpool and the World Museum; a trip to Lytham to explore the seaside; and orienteering whilst away on the annual residential in North Wales.


Within Geography, we strive to create a supportive and collaborative ethos for learning by providing investigative and enquiry based learning opportunities. Emphasis is placed on investigative learning opportunities to help children gain a coherent knowledge of understanding of each unit of work covered throughout the school.
Our Geography curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on progression of knowledge and skills and discreet vocabulary progression also form part of the units of work. Children will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments.
We measure the impact of our curriculum through the following methods:

  • Assessing children’s understanding of topic linked vocabulary before and after the unit is taught.

  •  Summative assessment of pupil discussions about their learning.

  •  Images and videos of the children’s practical learning.

  •  Interviewing the pupils about their learning (pupil voice).

  •  Moderation staff meetings where pupil’s books are scrutinised and there is the opportunity for a dialogue between teachers to understand their class’s work.

  •  Annual reporting of standards across the curriculum.

  •  Marking of written work in books.

Geography Curriculum Overview

Geography Progression in Skills Document

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