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 topic learning to ensure that teaching is engaging, relevant and that children are able to make links between subjects allowing them to achieve depth in their learning. Teachers have identified the key knowledge, skills and vocabulary to be taught in each topic and consideration has been given to ensure progression across topics throughout each year group across the school.

At the beginning of each topic, children are able to convey what they know already as well as what they would like to find out. This informs the programme of study and also ensures that lessons are relevant and take account of children’s different starting points. Consideration is given to how a greater depth of understanding and skills will be taught, learnt and demonstrated within each lesson, as well as to how learners will be supported in line with the school’s commitment to inclusion. Cross curricular outcomes in geography are specifically planned for, with strong links between geography and literacy lessons identified, planned for and utilised. 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 in English/ Topic books evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge. Children review their successes in achieving the lesson objective throughout every session and in Key Stage Two they are actively encouraged to identify their own target areas by using assessment sheets in their books. Children have the opportunity to demonstrate their learning from each half term in an end of topic assessment which, where appropriate is recorded as an essay or answers to questions. In Key Stage One, this is introduced in the second half of the year in Year 2 and verbal and in lesson assessment are used prior to this to ensure accurate assessment of knowledge. As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context. School trips and residential trips gradually move further afield, providing further relevant and contextual learning.