Rationale Our world is under threat like never before. At Holy Trinity C of E Primary School, we aim to make our children responsible global citizens and the custodians of the future by equipping them with the knowledge of diverse places, people, natural and human environments, together with a deep understanding of our Earth’s fragile balance between human use and the impact on physical resources. As they progress, children will learn the key aspects of physical and human geography through locational research, fieldwork, map skills and digital mapping technology. Ultimately, inspiring them with a curiosity, fascination and sense of responsibility about the world and its people that will remain with them for the rest of their lives.

Intent

Through the use of Cornerstones, we believe that Geography at Holy Trinity provokes curiosity and encourages children to explore the natural and human aspects of the world. Our curriculum supports pupils in developing a deepening understanding of the world around them and their place within it. Geography at Holy Trinity equips children with knowledge and skills that are transferable across the curriculum, enriching their spiritual, moral, social and cultural development.

By nature, geography is an investigative subject that helps pupils make sense of the world through developing concepts, knowledge and skills. We aim to inspire a lifelong curiosity and fascination about the world and its people. Our curriculum promotes an appreciation of diverse places, people, resources, and environments, while fostering a secure understanding of key physical and human processes.

The geography curriculum is carefully designed to ensure that knowledge and skills build progressively over time. This progression supports children throughout their time at Holy Trinity and prepares them for future learning and life beyond school.

Implementation

Geography is taught in blocks throughout the year as it links in with each year groups Cornerstones projects. Cross curricular outcomes in geography are specifically planned for, with strong links between geography and English lessons identified, planned for and utilised so that children can achieve depth in their learning. Teachers have identified the key knowledge and skills, 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 already know 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 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.

Impact

The impact of our Geography curriculum is evaluated throughout the year using a range of strategies, including questioning during lessons, listening to children’s verbal responses during discussions, pupil conferencing, book looks and reviewing images of practical learning. These approaches provide a rich picture of pupils’ developing understanding, skills and curiosity. Ongoing formative assessment and end‑of‑unit reviews enable teachers to track progress against key knowledge and skills, ensuring that gaps are quickly identified and addressed. As pupils move through school, they demonstrate increasing confidence, independence and accuracy when applying geographical knowledge and skills.

As a result of our curriculum, children are able to build on their prior knowledge of the world and their place within it, develop a broader vocabulary of geographical terms, and foster a sustained curiosity about people, places and environments. They learn that their voice matters and that they can express informed opinions about geographical issues. They strengthen their geographical skills through enquiry, investigation and problem-solving, and apply their learning to real‑world contexts such as sustainability, environmental change and global interdependence. All pupils, including those with SEND, make progress due to carefully planned scaffolds, adaptations and opportunities to achieve success. By the time they leave Holy Trinity, pupils are equipped with the knowledge, curiosity and confidence needed to engage meaningfully with the world around them, both locally and globally.

The Geography Curriculum and Provision of Pupils with SEND

At Holy Trinity Primary school, we believe all pupils should have the opportunity to learn to the best of their ability through a broad and balanced, inclusive curriculum. For our pupils with a Special Educational Need, we scaffold their learning to provide them with the strongest opportunities for success in our school. We believe firmly in the SEND Code of Practice's statement that 'every teacher is a teacher of SEN' and that our pupils with SEN should be provided with the same opportunities as their peers in our school. This means that, with their learning being personalised to meet their areas of need, they feel included in the classroom and make progress year-on-year. Reasonable adjustments are made in all lessons to enable this.

Here are some recommendations for ways the Geography curriculum can be adjusted to meet the needs of children with SEN or those working below ARE:

• Helpful resources: globe stress ball or beach ball, picture atlas, labelled world map, labelled UK map, Google Maps, keywords with pictures, compass, etc.
• Pre‑teach key vocabulary (see the skills progression documents for essential vocabulary, particularly for KS1).
• Children working below ARE may be provided with adapted activities that align with skills and knowledge from earlier year groups.
• Ensure fieldwork outings are fully accessible and prepare pupils in advance using social stories where appropriate.
• Use a range of methods for recording learning that reduce barriers (e.g., drawing, scribing, typing, acting or oral explanations).
• Identify and utilise pupils’ strengths in Geography, encouraging them to support peers (e.g., through prior knowledge, drawing skills or spatial awareness).