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'A love of learning for life in all its fullness'
'A love of learning for life in all its fullness'


At Crosby Ravensworth Primary School, our aim is for Geography to inspire in children a curiosity and fascination about the world and its people that will encourage a lifelong interest. Using the Kapow curriculum, children learn about places and the processes (human and physical) that shape the environment, as well as the skills needed to collect and interpret information. We learn about local, British and world geography.



Nurture: We encourage children to make links between their own experiences and knowledge of their locality, as well as finding out about our country and the wider world beyond. Children are encouraged to think about how humans can have both a positive and negative impact upon the environment and people. We help children recognise their role in becoming responsible global citizens and introduce them to the concept of sustainability.

Curiosity: Geography is an exciting and relevant subject. We encourage children's curiosity about the world and its people. Through research, enquiry, the use of fieldwork, technology and other tools such as maps and atlases children are encouraged to explore and learn. We equip them with the skills to ask and answer geographical questions which may be simple or more complex.

Diversity: Britain is a very diverse place with a rich cultural and ethnic history. Geography is very well placed to help children understand the world that we live within here and now, looking beyond our immediate community and locality. We learn about diverse people, places and environments. We encourage respect towards other cultures and understanding of what it means to be a positive citizen in a multicultural country. We help children to understand and value diversity, and to challenge assumptions.

Ambition: Our aims are to build upon prior learning and to encourage children's interest in finding out more. Children are encouraged to follow their interests and learn about places and environmental issues outside of the classroom, and to take an interest how they can make a positive contribution towards improving the environment, no matter how small.



Our Geography curriculum is shaped by our school vision which aims to maximise our own National Park rural surroundings.  We are well supported in this by the Yorkshire Dales National Park.  Within our grounds, we have a unique outdoor learning environment full of wildlife including the River Lyvennet, our pond, hedgerows, growing beds and woodlands.  Furthermore, we arrange field trips to a range of outdoor locations and museums to widen our pupils' understanding and impact upon their cultural capital.  


We aim to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer. We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings. Through our scheme of work, we aim to build an awareness of how Geography shapes our lives at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.  Our scheme encourages:

• A strong focus on developing both geographical skills and knowledge.
• Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.
• The development of fieldwork skills across each year group.
• A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world.
• A growing understanding of geographical terms and vocabulary.


The National curriculum organises the Geography attainment targets under four subheadings or strands:

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


Our geography curriculum has a clear progression of skills and knowledge within these four strands across each year group. Our Progression of skills and knowledge shows the skills taught within each year group and how these develop to ensure that attainment targets are securely met by the end of each key stage. Geographical key concepts are woven across all units rather than being taught discretely as seen in the Progression of key geographical concepts.



Our National curriculum coverage document shows which of our units cover each of the National curriculum attainment targets as well as each of the four strands in Key stage 1 and 2. The curriculum is a spiral curriculum, with essential knowledge and skills revisited with increasing complexity, allowing pupils to revise and build on their previous learning. Locational knowledge, in particular, will be reviewed in each unit to coincide with our belief that this will consolidate children’s understanding of key concepts, such as scale and place, in Geography.


Cross-curricular links are included throughout each unit, allowing children to make connections and apply their Geography skills to other areas of learning. Our enquiry questions form the basis for our Key stage 1 and 2 units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions. We have designed these questions to be open-ended with no preconceived answers and therefore they are genuinely purposeful and engage pupils in generating a real change. In attempting to answer them, children learn how to collect, interpret and represent data using geographical methodologies and make informed decisions by applying their geographical knowledge.


Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible. Our units follow an enquiry cycle that maps out the fieldwork process of question, observe, measure, record, and present, to reflect the elements mentioned in the National curriculum. This ensures children will learn how to decide on an area of enquiry, plan to measure data using a range of methods, capture the data and present it to a range of appropriate stakeholders in various formats.


Fieldwork includes smaller opportunities on the school grounds to larger-scale visits to investigate physical and human features. Developing fieldwork skills within the school environment and revisiting them in multiple units enables pupils to consolidate their understanding of various methods. It also gives children the confidence to evaluate methodologies without always having to leave the school grounds and do so within the confines of a familiar place. This makes fieldwork regular and accessible while giving children a thorough understanding of their locality, providing a solid foundation when comparing it with other places.


Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical hands-on, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Each lesson provides guidance for teachers on how to adapt their teaching to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are also available if required. Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.


Strong subject knowledge is vital for staff to deliver a highly effective and robust Geography curriculum. Each unit of lessons includes multiple teacher videos to develop subject knowledge and support CPD.



An enquiry-based approach to learning will allow teachers to assess children against the National curriculum expectations for Geography. The impact of our curriculum is constantly monitored through both formative and summative assessment opportunities.


Pupils should leave Crosby Ravensworth equipped with a range of skills and knowledge to enable them to study Geography with confidence at Key stage 3. We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical.


The expected impact of following the Kapow Primary Geography scheme of work is that children will:


  • Compare and contrast human and physical features to describe and understand similarities and differences between various places in the UK, Europe and the Americas.
  • Name, locate and understand where and why the physical elements of our world are located and how they interact, including processes over time relating to climate, biomes, natural disasters and the water cycle.
  • Understand how humans use the land for economic and trading purposes, including how the distribution of natural resources has shaped this.
  • Develop an appreciation for how humans are impacted by and have evolved around the physical geography surrounding them and how humans have had an impact on the environment, both positive and negative.
  • Develop a sense of location and place around the UK and some areas of the wider world using the eight-points of a compass, four and six-figure grid references, symbols and keys on maps, globes, atlases, aerial photographs and digital mapping.
  • Identify and understand how various elements of our globe create positioning, including latitude, longitude, the hemispheres, the tropics and how time zones work, including night and day.
  • Present and answer their own geographical enquiries using planned and specifically chosen methodologies, collected data and digital technologies.
  • Meet the ‘Understanding the World’ Early Learning Goals at the end of EYFS, and the end of key stage expectations outlined in the National curriculum for Geography by the end of Year 2 and Year 6.


The impact of our Geography curriculum is constantly monitored through both formative and summative assessment opportunities. We use our in-house formative assessment grids (FAGs), which show pupils’ understanding in both substantive and disciplinary knowledge, and identifies next steps for learning and areas to be the focus of retrieval practice to ensure pupils know more and remember more in geography.