Geography
National curriculum alignment for our Geography scheme
This resource demonstrates how Kapow Primary’s Geography scheme of work covers the statutory guidance from EYFS (Reception) through to KS1 and KS2.
What core Geography skills and knowledge are covered?
Kapow Primary’s Geography scheme of work is built around the following four key areas:
- Locational knowledge – naming and locating places and features from memory; using atlases, globes and maps.
- Place knowledge – developing a sense of the children’s place in the world; comparing and contrasting geographical areas to understand their characteristics and cultures; learning how places are interconnected and change over time.
- Human and physical geography – understanding the relationship between humans and the environment; exploring the Earth’s natural features and processes; considering the impact of human activity on settlements; learning about land use, trade and natural resources.
- Geography skills and fieldwork – using maps and diagrams; describing location and direction; planning and carrying out fieldwork enquiries
Curriculum aims
Kapow Primary’s Geography scheme of work aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world – in other words, to think like geographers. The intention is for pupils to develop the confidence to question and observe places, measure and record necessary data in a variety of ways and analyse and present their findings.
The scheme aims to build an awareness of how Geography shapes lives at multiple scales and over time. The hope is to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them.
The scheme supports teachers in developing their subject knowledge and skills, enabling the delivery of engaging, well-informed lessons with confidence. The curriculum is designed to be both accessible and ambitious, ensuring all learners’ full participation and potential achievement.
The four strands
The National curriculum organises the attainment targets for Geography under:
- Locational knowledge.
- Place knowledge.
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Kapow Primary’s Geography curriculum has been planned with these strands running through each unit, ensuring balanced coverage of the different areas of Geography and both substantive and disciplinary knowledge.
- Human and physical geography.
- Geographical skills and fieldwork
Progression of skills and knowledge
The Geography: Progression of skills and knowledge document provides an overview of the skills and knowledge covered in each phase and strand. It explains how Geography skills and knowledge are developed to support pupils in reaching the key stage outcomes as outlined in the National curriculum.
New learning is weighted toward the start of each key stage, allowing ample opportunity for it to be revisited and applied in later years. As a result, knowledge accumulation may look heavier in some year groups than others.
Digital literacy
Kapow Primary’s Geography scheme integrates technology through digital maps, research tasks and interactive activities. This helps develop the children’s ability to find, evaluate and use geographical information effectively
Oracy
Lessons encourage discussion, debate, and presentations on geographical topics, allowing the children to articulate their understanding, justify opinions and engage in collaborative learning.
The children will use oracy to enhance their learning by thinking aloud, questioning and discussing activities. They will develop essential skills such as choosing appropriate vocabulary, organising their ideas and listening effectively.
Sustainability
The Geography curriculum promotes awareness of environmental issues, encouraging children to develop a sense of responsibility for the planet by exploring concepts such as climate change, resource use, and conservation.
The significance of climate change is crucial for understanding geographical interconnections. As stated by the Department for Education’s 2023 guidance, Sustainability and climate change strategy educating children on the planet’s evolving conditions is vital. The guidance encourages all schools to enact a climate action plan and foster sustainable learning environments.
Engaging pupils with environmental issues can spark enthusiasm for positive change, broaden their understanding of sustainability, alleviate climate-related anxieties and instil pride in their educational settings.
Critical thinking
Pupils analyse geographical data, compare different perspectives and evaluate sources of information. This helps them in questioning assumptions and forming reasoned conclusions on global and local issues.
Inclusion and diversity
Kapow Primary’s Geography scheme has been designed to represent a range of cultures and races.
- Where appropriate, colonial choices and their impact on geographical issues are explored.
- The scheme’s visual representation is inclusive and representative of a variety of people and places, challenging stereotypes or historical ideologies.
- Within sensitive units, questions have been included to support children’s lived experiences and backgrounds.
- Resources and case studies are carefully considered to encourage the children to think about their role in society and to respect the many ways in which people’s lives have been influenced.
The scheme supports children in appreciating the complexity of people’s lives, the diversity of societies and the relationships between different groups.
History
Curriculum aims
Kapow Primary’s History scheme of work aims to inspire pupils to become curious and analytical thinkers with a broad understanding of the past – in other words, to think like historians. The intention is for pupils to develop the confidence to question and investigate evidence, explore different perspectives and build informed interpretations of events, people and societies.
The scheme aims to build pupils’ awareness of how History shapes identities, cultures and communities over time. The goal is to inspire them to become reflective, active citizens who can draw on historical understanding to make sense of the present and contribute thoughtfully to the future.
The scheme supports teachers in developing their subject knowledge and skills, enabling them to confidently deliver engaging, well-informed lessons. The curriculum is designed to be both accessible and ambitious, ensuring all pupils’ participation and achievement.
The five strands
Based on the aims of the National curriculum, the following five strands have been identified, which run throughout the History curriculum:
- Topic knowledge.
- Chronological awareness.
- Substantive (abstract) concepts.
- Disciplinary concepts.
- Historical enquiry.
The History curriculum has been planned with these strands running through each unit, ensuring balanced coverage of the different areas of History and both substantive and disciplinary knowledge.
Types of knowledge
Knowledge is defined differently depending on the subject in question. Ofsted’s History research review helps to define History knowledge as:
- Disciplinary knowledge.
- Substantive knowledge
Digital literacy
Kapow Primary’s History scheme integrates technology through digital timelines, research tasks and interactive activities.
This helps develop pupils’ ability to find, evaluate and use historical sources and information effectively.
Oracy
Lessons encourage discussion, debate and presentations on history topics. This allows pupils to articulate their understanding, justify opinions and engage in collaborative learning.
Throughout the History scheme, pupils use oracy to enhance their learning by thinking aloud, questioning and discussing activities. They develop essential skills such as choosing appropriate vocabulary, organising their ideas and listening effectively.
Sustainability
The curriculum promotes awareness of social responsibility and change over time, encouraging pupils to explore key historical themes such as human rights, conflict, inequality and the impact of past decisions on the present and future.
Understanding how societies have responded to major challenges, such as war, revolution, migration, and reform, helps pupils grasp the roots of contemporary issues.
As highlighted in the Department for Education’s Sustainability and climate change strategy, educating pupils on the historical context of societal shifts is vital for informed citizenship. The guidance supports schools in creating inclusive, reflective learning environments.
Critical thinking
Pupils analyse historical evidence, compare different perspectives and evaluate sources of information.
This helps them question assumptions, understand bias and form reasoned conclusions about past events and their impact on the present.
Because of our History and Geography curriculum, The Howard children are:
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