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Inspiring Futures Professional Development provides a variety of CPD for school staff across primary schools in Buckinghamshire and beyond.

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A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

(National Curriculum, DfE)

The geography curriculum has been designed specifically to meet the needs of the pupils at Abbey View Primary Academy, enabling them to understand the world in which they live and their place within it.  While the outcomes and core learning are likely to remain the same, some of the content may change to reflect the dynamic world in which we live, both in the local, national and global context.  Building from learning in the EYFS, the curriculum is designed so that an understanding of scale is developed within and across academic years, starting off at a local scale and transferring this knowledge to regional, national and global contexts.  In doing so, pupils can use their existing knowledge to learn more about other areas: by knowing more, they can remember more and do more. 

The curriculum has been organised into five substantive areas (the vocabulary of geography).  These areas are not discrete, they work together to build an understanding of the world in which we live.  Although the progression map has been divided into these areas, in teaching they are not taught as individual concepts.

For the purposes of progression mapping, the substantive areas have been defined as follows:

  • Locational knowledge – Pupils learn about a place, its defining physical and human characteristics and its location (including its geographical location). Pupils will learn about scale, distance, location, positioning and orientation. Through the study of locational knowledge, they will build their own identity and sense of place.
  • Place knowledge – Pupils learn about places in relation to their location, physical and human geographical processes and how these have changed over time, similarities and differences with contrasting areas and consider alternative futures.
  • Human and Physical processes – Pupils will build an understanding of the physical and human features identified within the national curriculum programme of study for geography. This will not be done in isolation and case-studies will be used to support the pupils understanding. 
  • Fieldwork – Pupils will learn about the use of field work in geography and why geographers use it. They will know how to take measurements, record information and where possible, opportunities for fieldwork visits are incorporated into the curriculum.  This might be using the local environment to support their understanding of the environment further afield (for example, comparing temperatures, precipitation, vegetation etc). 
  • Map work (including aerial photography) – map work is built into all units of study so that pupils build a proficiency and fluency with a variety of maps, including atlases, globes and ordnance survey maps. The school uses Digimap to support the pupils learning of this knowledge.

Pupils develop their disciplinary knowledge (what it means to be a geographer), by answering and asking questions, either enquiry or geographical, which allows them to transfer their knowledge to different contexts; think about alternative futures, including environmental impact and sustainable development; consider their influence on decisions that will be made; develop an understanding of cultural awareness and diversity; and identify the connections between human and physical geography.

Geography is taught as a discrete subject.  Therefore, pupils learn what it means to think, talk and write like a geographer. However, to support our pupils to know more, remember more and do more, the content has been carefully chosen to support and be supported by learning in other disciplines.


Curriculum Documents

Geography PolicyGeography Curriculum MapGeography Progression

Online subject links

Practice your map skills with these games and activities

Ordnance Survey Map Zone

Information, videos and games to support the KS1 Geography curriculum

BBC Bitesize KS1

Information, videos and games to support the KS2 Geography curriculum

BBC Bitesize KS2