At St Mary’s, our aims are to fulfil the requirements of the National Curriculum for Geography; providing a broad, balanced and differentiated curriculum; ensuring the progressive development of geographical concepts, knowledge and skills; Furthermore, we aim to inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.

In Geography, we aim to provide an opportunity to develop interests and overcome barriers through our ‘Curriculum Drivers’. These drivers are used to underpin the direction and development of our curriculum and to ensure that Geography is enriched and personalised in order to meet the needs, interests and ambitions of our children and families. We want our children to be:

  • aware of their ‘community’, giving opportunities to understand how their community differs from others.
  • ambitious in setting their own ‘aspirations’ by learning about different countries around the world and places they aspire to visit.
  • active in sustaining a ‘heathy lifestyle’ by recognising the importance of consuming fresh fruit and vegetables and how sourcing food contributes to a healthy well balanced diet. We also want our children to understand Fair Trade and the products relating to Fair Trade.
  • avid learners and actively gain a ‘knowledge of the world’ beyond their own community and how behaviour of all living organisms impacts on our world.
  • children will work together to share findings using oracy, literacy, numeracy and graph skills as ‘communication’ and subject-specific vocabulary

Geography teaching at St Mary’s has a wide application to everyday life, teaching the children to enjoy learning about the world and to have a better understanding of how people live in different locations.

The aims of teaching Geography in our school are:

  • To inspire pupils’ curiosity to discover more about the world.
  • To enable children to know about the location of the world’s continents, countries, cities, seas and oceans.
  • To develop in children the skills of interpreting a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
  • To help children understand how the human and physical features of a place shapes it location and can change over time.

• To provide opportunities to study mathematics across the curriculum through geography lessons


At St Mary’s, Geography is taught on a rotated timetable each half term, so that children achieve depth in their learning and are given time to consolidate and build on prior knowledge, especially when focusing on key concepts. The key knowledge and skills of each topic is identified, through the use of unit markers and knowledge organisers, and consideration has been given to ensure progression of skills and vocabulary across each phase of the school.

Cross-curricular outcomes in Geography are specifically planned for, with strong links between the Geography curriculum and other subjects, enabling further contextual learning. Cross-curricular opportunities through English lessons are planned and delivered the half-term following the taught Geography unit in order to use their skills and knowledge in a deeper and broader field and demonstrate the children’s acquisition of identified key knowledge. Wolverhampton is situated in the Midlands and is fortunate enough to have a selection of places of natural beauty bordering our county, which are fully utilised for opportunities for learning outside the classroom for fieldwork on educational visits.

Early Years

We teach Geography in Early Years as an integral part of the topic work covered during the year. We relate the geographical aspects of the children’s work to the objectives set out in Development Matters, which underpin the curriculum planning for children from birth to five. Geography makes a significant contribution to the development of each child’s understanding of the world.

In Early Years, children should be able to: –

  • know about similarities and differences in relation to places, objects, materials & living things.
  • talk about the features of their own immediate environment and how environments might vary from one another.
  • make observations of animals & plants & explain why some things occur, and talk about changes.
  • ask questions to gain information about the world around them.

Key Stage 1

Pupils should develop knowledge about the world, the United Kingdom and their locality. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness.

The four geographical strands taught in KS1 are:

  • Locational knowledge
  • Place knowledge
  • Human and physical geography
  • Geographical skills and fieldwork

Key Stage 2

Pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge.

The four geographical strands taught in KS2 are:

  • Locational knowledge
  • Place knowledge
  • Human and physical geography

Geographical skills and fieldwork


Children will have developed the geographical knowledge and skills to help them explore, navigate and understand the world around them and their place in it. Children’s knowledge and skills will develop progressively as they move through the school, not only to enable them to meet the requirements of the National Curriculum but to prepare them to become competent geographers in secondary education, in their future careers and to equip them with essential life skills.

Geography Documents

Please view the additional documents in school:

  • Geography Knowledge and Skills Progression
  • Geography Vocabulary Progression
  • Geography Knowledge Organisers
  • Geography Unit Markers