At Ladypool Primary School geography education is aimed to develop curious,articulate and confident geographers. Our aims are to fulfill 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. 

Geography teaching at Ladypool Primary School is grounded in our core values of Respect,Care and Excellence. It has a wide application to everyday life. Children are taught to develop care for their environment and respect for the diversity in the world around them. The curriculum encourages children to strive for excellence in geography during lessons and enrichment activities. 

At Ladypool Primary School, geography teaching is underpinned by our three key active ingredients Aspiration, Identity and Communication.  Geography curriculum is planned to ensure children aspire to become confident and knowledgeable geographers. It further develops children's knowledge of the world as well as their immediate surroundings, encouraging them to develop their sense of identity in the world. Our geography curriculum also provides many opportunities for the children to become confident in communicating their ideas and views about the world,people and diversity. 

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 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 how the human and physical features of a place shapes its location and can change over time.


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. At Ladypool  Primary School, we ensure that geography has the same importance given to it as the core subjects, as we feel this is important in enabling all children to become well-rounded individuals. 

Teachers plan lessons for their class using our progression of knowledge and skills document. The progression document ensures the curriculum is covered and the skills/knowledge taught is progressive from year group to year group.Geography teaching focuses on enabling children to think as geographers. A variety of teaching approaches are used based on the teacher’s judgment.

Educational visits are another opportunity for the teachers to plan for additional geography learning outside the classroom. At Ladypool Primary School, the children have had many opportunities to experience geography on educational visits. The children have explored the local area including orienteering within the school grounds and the forest school. Local museums also provide an opportunity to further geography learning, as well as trips to local woods, castles,rivers and using map reading skills during educational visits.



 Our geography curriculum is high quality, well thought out and is planned to demonstrate progression. We focus on the progression of knowledge and skills. Children will deepen their understanding of the interaction between physical and human processes and how this affects landscapes and environments. We strive to provide children with outside experiences to develop their geographical fieldwork skills.

We measure the impact of our curriculum through the following methods:

  • 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.


Curriculum Overview