Intent, Implementation and Impact of out Geography Curriculum


At Hanslope Primary School we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. As a small rural school, it is important that our children experience diversity in their studies of a people and places. We strive to ensure that they leave Hanslope with a strong understanding of the world and, therefore, in their time here they will learn about, experience and compare a wide range of places.

Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. The geography curriculum at Hanslope Primary School enables children to develop knowledge and skills that are transferable to other curriculum areas and which are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops and understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest, understanding and respect of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at Hanslope and also to their further education and beyond.


Geography at Hanslope is taught in blocks throughout the year, which where appropriate, are woven into the topic learning to ensure that teaching is engaging, relevant and that the children are able to make links between subjects allowing then to achieve depth in their learning.

Teachers have identified the key knowledge and skills of each topic and consideration has been given to ensure progression across the Geographical skill throughout each year group across the school. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the school’s commitment to inclusion.

At the beginning of each topic children are able to share what they already know from knowledge flashbacks and are given a key question to answer which informs the programme of study and also ensures the lessons are relevant and take account of the children’s starting points. The same question is given at the end of the topic as a summative assessment.

Both the school grounds and local area are fully exploited to achieve the desired outcomes, with opportunities for learning outside the classroom embedded in practice.


Outcomes are found in floor books and Connected Curriculum books in Foundation and K.S 1. Children are able to talk about their learning journey within Geography, sharing the key knowledge and vocabulary learnt through these floor books, demonstrating a broad and balanced curriculum.

In KS 2 outcomes are evidenced in topic books which children use to review previous knowledge and vocabulary when deepening understanding. Children review their successes in achieving the lesson objectives at the end of every session Children also record what they have learned comparative to their starting points at the end of every topic. As children progress throughout the school, they develop a deep knowledge, understanding an appreciation of their local area and its place within the wider geographical context.

Link Governor: Nigel Stacey, Frances Duck

Subject Leader: Miss Anya Lunnon


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