Intent

Why do we teach this?

Geography helps children to understand the relationship between people, places and environments, both locally and globally. We want pupils to develop knowledge of diverse communities, cultures and landscapes while gaining an understanding of environmental responsibility and sustainability. Through Geography, children learn to think critically about the world around them and consider how their actions can positively impact others and the common good.

Why do we teach it in the way that we do?

At Our Lady of Lourdes, we believe that every one has a responsibility to care for the world and the people within it. Through our Geography curriculum, we aim to inspire children to develop curiosity and wonder about the world while understanding their role as stewards of God’s creation.

We teach Geography in a progressive, engaging and enquiry-based way that develops children’s geographical knowledge, skills and understanding over time. Lessons encourage children to ask questions, investigate places and environments and explore how human and physical processes shape the world around us.

Our Geography curriculum is rooted in our school’s five core values:

 

Implementation

How do we implement our vision in our school?

We teach the aims of the Early Years Framework (2026) and the National Curriculum (2014), which provide a broad framework and outline the knowledge and skills taught in Early Years, Key Stage 1 and Key Stage 2. We use the Kapow Geography scheme to support the delivery of our Geography curriculum.

What does it look like in our classrooms?

In Early Years, children begin exploring the world around them through play, discussion, stories, outdoor learning and first-hand experiences within continuous provision and adult-led activities. Children develop early geographical understanding by learning about their local environment, different places and seasonal changes.

From Reception through to Year 6, pupils follow a progressive curriculum that develops locational knowledge, place knowledge, human and physical geography and geographical skills and fieldwork. Children explore a range of local, national and global topics, helping them to understand the diversity of people, places and environments across the world.

Lessons provide opportunities for map work, data collection, fieldwork, discussion and enquiry-based learning. Pupils are encouraged to ask questions, investigate geographical issues and reflect on how humans interact with the environment.

Our lessons follow a clear five-part structure:

1. Review of Knowledge
We begin each lesson by revisiting prior learning through carefully chosen questions and tasks that require pupils to recall and apply previously taught knowledge. This strengthens retrieval, builds secure foundations and supports knowledge being retained in long-term memory.

2. Direct Instruction – 'I Do'
Teachers introduce new learning in small, manageable steps through clear explanations, questioning, modelling and worked examples. Appropriate scaffolds are provided to ensure all pupils can access new knowledge while being appropriately challenged.

3. Guided Practice – 'We Do'
Pupils practise new knowledge and skills alongside the teacher through carefully structured activities. Teachers continually check for understanding, provide additional models, scaffolds and checklists where needed, and address misconceptions before independent learning begins.

4. Independent Practice – 'You Do'
Pupils apply their learning independently using models, scaffolds and success criteria appropriate to their needs. This enables children to develop confidence, apply new knowledge and skills, and become increasingly independent learners.

5. Self-Review and Response to Feedback
Each lesson ends with time for pupils to review their own work using success criteria or checklists and respond to feedback. This encourages pupils to become reflective learners by identifying strengths, correcting errors, addressing misconceptions and deepening their understanding, while also providing teachers with valuable assessment information to inform future planning and teaching.

Teachers use a range of assessment for learning strategies to monitor understanding throughout lessons and provide verbal feedback ‘in the moment’ to support progress. Assessment towards age related expectations is based on geographical knowledge, fieldwork skills, enquiry skills and children’s ability to apply their understanding to different contexts.

Impact

At Our Lady of Lourdes, we measure success not only in the skills and knowledge pupils develop, but in the kind of people they are becoming. We know our curriculum is working when our children:

• can talk confidently about what they have learned, using subject-specific geographical vocabulary
• show clear progress in geographical knowledge, enquiry and fieldwork skills
• can explain how people, places and environments are connected across the world
• show competence in using maps, atlases, fieldwork and data to investigate geographical questions
• have acquired the knowledge and skills to build on in the next stage of their education
• approach geographical learning with curiosity, responsibility and a desire to do their very best
• respond to environmental and global issues with empathy, respect and awareness of others
• understand how they can care for the environment and contribute positively to the wider world

How do we monitor and review the impact of Geography at our school?

The geography subject leader uses the following lines of enquiry to assess the impact of the geography curriculum:

• The profile of geographical exploration and understanding in Early Years
• Opportunities for outdoor learning and environmental exploration in the indoor and outdoor classroom environments in Early Years
• The quality of geographical enquiry and fieldwork across the school
• Geography assessment data
• Evidence of the profile of Geography around our school
• Discussions with pupils and evaluations of their confidence and understanding in Geography
• Discussions with teachers
• Learning behaviour in Geography lessons
• Culture of environmental awareness and global understanding across the school
• Children’s understanding of sustainability, environmental responsibility and caring for God’s world
• Opportunities for enrichment activities linked to Geography and outdoor learning