Westwoodside Church of England Academy

Westwoodside Church of England Academy Georgraphy Curriculum

Geography Vision Statement

At Westwoodside Church of England Academy, we believe that geography opens children’s eyes to the beauty, complexity and challenges of the world God has created. Our vision is for every pupil to develop a deep sense of curiosity, awe and responsibility about the Earth and its people—becoming informed, thoughtful and active global citizens.

Rooted in our Christian vision to “Be the light for other people. Live so they will see the good things that you do”(Matthew 5:16), our geography curriculum empowers children to shine through their understanding of the world, their appreciation of different cultures and environments, and their desire to care for the planet.

Through engaging and knowledge-rich geography lessons, pupils are encouraged to think critically, ask meaningful questions, and explore how people, places and environments are interconnected. Geography at Westwoodside nurtures a sense of place and purpose—helping children to understand where they are, how they fit into the wider world, and how they can make a positive difference.

Westwoodside Geography Curriculum Pledge

During their time at Westwoodside Church of England Academy, all pupils will have the opportunity to:

Take part in engaging geography lessons that build knowledge of places, people, environments and global issues
Explore and investigate their local area through fieldwork, map work and hands-on learning
Develop geographical vocabulary and enquiry skills to ask and answer meaningful questions about the world
Learn about a wide range of cultures and communities, promoting understanding, respect and empathy
Use and interpret maps, atlases, globes and digital tools to locate and explore different places
Understand key physical and human processes and the impact of change on people and the environment
Discuss current local and global challenges, such as climate change and sustainability, and consider how they can contribute to solutions
Experience cross-curricular links that enrich geographical learning through subjects such as science, history and RE
Reflect on their role as stewards of the Earth, making responsible and informed choices for the future
Let their light shine by showing curiosity, care, and commitment to understanding and protecting God’s world

Westwoodside Geography Intent

At Westwoodside Church of England Academy, our geography curriculum is designed to ignite pupils’ curiosity and foster a deep fascination with the world and its people. Rooted in a knowledge-rich approach, our curriculum is coherently sequenced to build knowledge, understanding and skills over time. It equips pupils with a secure understanding of diverse places, people, natural and human environments, and the Earth’s key physical and human processes.

We aim to develop pupils’ understanding of how they can make a positive difference in the world, encouraging them to reflect on their responsibilities as global citizens. Our curriculum nurtures a sense of awe and wonder about the planet, helping pupils appreciate their unique place within it.

In the Early Years Foundation Stage, geography is embedded through the Understanding the World area of learning, using thematic links aligned with our Key Stage 1 curriculum to ensure smooth progression. From Key Stage 1 onwards, we deliver the National Curriculum through a carefully adapted version of the Kapow Geography Scheme. This provides clear progression in knowledge, vocabulary, skills and concepts, supported by high-quality resources.

Westwoodside Geography Implementation

Geography is delivered through weekly, high-quality lessons that begin with retrieval practice and end with a reflection on progress.

Our scheme of work for Geography is taken from the Kapow Primary curriculum. The units within this scheme are carefully sequenced to ensure full coverage of the National Curriculum and provide clear progression in geographical knowledge, understanding, and skills across all year groups. The content is regularly updated to reflect current pedagogy and best practice, ensuring that pupils receive an engaging and relevant geographical education.

Each lesson starts with a ‘Recap and Recall’ section, providing opportunities for pupils to retrieve prior learning and enabling teachers to check understanding before introducing new content. Teachers use formative assessment throughout, noting observations and misconceptions to address gaps quickly. Each lesson includes an ‘Assessing Progress and Understanding’ section to help teachers identify children working at or beyond age-related expectations.

In Key Stage 1, pupils learn to name and locate places in their locality, the UK, and the wider world using maps, atlases, globes, and aerial photos. They begin to use geographical vocabulary to describe physical and human features, make observations, and ask and answer geographical questions. They grow in confidence using age-appropriate atlases and geographical sources to explore the world around them.

In Key Stage 2, pupils develop a deeper understanding of place, space, and scale. They learn to use a range of maps, including thematic and digital, and to interpret geographical data. Children explore human and physical patterns, processes, and changes, and evaluate local and global issues with increasing confidence. Lessons are designed to build geographical thinking, and children are encouraged to form and express opinions based on evidence.

Westwoodside Geography Impact

The impact of our geography curriculum is measured by how well pupils know, understand and retain key geographical knowledge and skills over time. Progress is demonstrated through the children’s ability to recall, apply and connect prior learning to new contexts.

Monitoring activities—such as pupil voice, lesson visits, work scrutiny and assessment outcomes—are used to evaluate the effectiveness of teaching and learning. Regular sticky knowledge checks and teacher assessments help ensure that gaps are identified and addressed quickly.

By the end of Key Stage 2, pupils will be able to speak confidently about a range of geographical concepts, make links between people, places and environments, and articulate informed views on local and global geographical issues. They will leave Westwoodside with a strong sense of place, a deep curiosity about the world, and the knowledge and tools to be responsible global citizens.

The geography curriculum is monitored by the Subject Leader and Headteacher ensure it continues to deliver high-quality outcomes for all pupils.

SEND Provision in Geography

‘High quality teaching that is differentiated and personalised will meet the individual needs of the majority of children and young people. Some children and young people need educational provision that is additional to/or different from this...special educational provision is underpinned by high quality teaching and is compromised by anything less’

‘Lessons should be planned to address potential areas of difficulty and to remove barriers to pupil achievement’ (SEND Code of Practice 2015)

In the first instance, provision for SEND children should be planned in accordance with their individual support plans, focusing specifically on areas of strength and needs and the use of reasonable adjustments. Additional strategies to support identified areas of need should be taken from The Quality First Teaching booklet. https://www.sensiblesenco.org.uk/shared-files/1903/send-quality-first-teaching-toolkit.pdf

The Quality First Teaching booklet includes practical strategies which should be used to support the following four broad areas of need:

Cognition and learning needs - specific learning difficulties (dyslexia, dyspraxia, dyscalculia), moderate learning difficulties, severe learning difficulties, global delay, profound and multiple learning difficulties

Social emotional and mental health needs - behaviour, emotional and social difficulties, mental health difficulties, ADHD, depression, eating disorders, attachment disorders

Communication and interaction needs - Speech, language and communication needs, autistic spectrum disorder, Asperger’s Syndrome

Sensory and/ or physical needs - Visual impairment, hearing impairment, multi-sensory impairment, physical disability, cerebral palsy Additional support and advice regarding individual SEND needs can be sought from the subject leader and SENDCO.

Enhancements within the Geography curriculum

In each year group, learning in geography is enriched through fieldwork, educational visits, and visitors who bring real-world geographical knowledge into the classroom. These experiences provide pupils with first-hand opportunities to explore the world around them, both locally and beyond, helping to bring abstract concepts to life. Pupils develop a deeper understanding of their environment and the wider world, fostering a sense of curiosity, responsibility and place.

Children are encouraged to think critically about the world and are given regular opportunities to investigate human and physical features, use maps and other geographical tools, and explore how people interact with their surroundings. These enriching experiences support our aim to nurture informed, reflective and engaged global citizens.

Westwoodside Geography Parents/Career Statement

Parents will be invited to join geography-linked events such as curriculum exhibitions, fieldwork presentations and community-based projects.
To engage in their child’s geographical learning, parents can access the school website to view curriculum maps, sticky knowledge organisers, and photographs of the experiences and fieldwork their children are involved in.
Parents will be kept informed of their child’s progress and experiences in geography through parent consultations and the annual school report.
Throughout the year, parents will receive newsletters, updates and letters highlighting the geographical topics being studied and the enriching experiences and visits taking place.

Core Concepts in Geography

Human and Physical	Children are able to describe and explain different environments. KS1 Children can use geographical vocabulary to refer to key physical and human features. KS2 In Key stage 2 children study why certain phenomena occur and the impact that these phenomena have on the environment over time
Place Knowledge	Pupils not only locate a physical area on a map, but also attach meaning to the space so it becomes a ‘place’ with similarities and differences to the places that they are familiar with
Locational Knowledge	Develop their sense of place and identity. Develop an appreciation of distance and scale. Learn about the orientation of the world.
Procedural Knowledge and skills.	Pupils learn to interpret maps, globes and atlases and studying these spatial representations supports their development of a sense of place. Pupils learn how to observe and record the environment around them Fieldwork should draw together pupils’ location knowledge and that of the human and physical processes.

Geography Long Term Curriculum Overview

	Autumn Term	Spring Term	Summer Term
Year 1/2 Cycle A	What is it like here? Children learn to describe their immediate environment using geographical vocabulary, identify key human and physical features, and use simple maps and observational skills to explore their local area	What is the weather like in the UK? Children learn to identify and locate the four UK countries, recognise their own country and describe locations using basic compass directions. They also measure different types of weather, using symbols used in weather forecasts, describe seasonal changes and suggest appropriate clothing and activities for each season.	What can you see at the Coast? Children investigate coastal environments and how they differ from inland areas. They explore coastal features, uses of the coast, and how life near the sea affects housing, jobs and leisure.

Year 1/2 Cycle B	Where am I? Children will learn what the UK means and will be able to point to each country in the UK on a map. They will study their school grounds and locate the school on aerial photographs. They will learn that symbols on maps show the features of the environment.	Would you prefer to live in a hot or cold place? Children compare hot and cold regions of the world, identifying them on a globe and map. They explore weather, clothing, animals and daily life in contrasting climates, using basic geographical vocabulary and reasoning to form opinions.	What is it like to live in Shanghai? Children study Shanghai as a contrasting non-European location. They explore key physical and human features, compare daily life with their own, and use photographs, maps and simple data to describe similarities and differences.

Year 3/4 Cycle A	Why do people live near volcanoes? Children learn about the causes and effects of volcanic activity. They explore why people live near volcanoes despite the risks, and investigate the physical and human geography of volcanic regions.	Why are Rainforests important to us? Children investigate the key features of tropical rainforests, where they are located, and why they are essential for life on Earth. They explore issues around deforestation and consider how rainforests can be protected.	Where does our food come from? Children learn about the journey of food from farms to forks. They explore how food is grown, transported and traded globally, and consider the impact of climate and human activity on farming and food production.

Year 3/4 Cycle B	Who Lives in Antarctica? Children explore Antarctica’s climate, wildlife and geographical location. They learn who lives and works there, why it’s important for science, and how people survive in such extreme conditions.	Are all settlements the same? Children study different types of settlements—villages, towns and cities—and explore their characteristics, services, land use and how they grow. They compare and contrast features of rural and urban environments.	What are rivers and how are they used? Children explore the journey of a river from source to mouth, identifying key features such as tributaries and estuaries. They investigate how rivers are used for transport, energy and leisure, and consider their importance to communities.

Year 5/6 Cycle A	What is life like in The Alps Children explore the physical and human geography of the Alps, learning about mountainous environments, how people live, work and travel in high-altitude areas, and how tourism and climate affect Alpine communities.	Would you like to live in a desert? Children explore life in hot desert environments, including climate, adaptations of people and animals, and the challenges of living there. They compare deserts with their own environment using maps and images.	Where does our energy come from? Children investigate different sources of energy—renewable and non-renewable—including how they are produced and used. They consider environmental impacts and explore how energy choices affect people and places locally and globally.

Year 5/6 Cycle B	Why Does Population Change? Children examine the factors that influence population growth, decline and movement, such as birth rates, migration and natural disasters. They interpret data and maps to explore how and why population varies in different regions of the world.	Why Do Oceans Matter? Children learn to name and locate the world’s oceans and seas. They explore how oceans influence weather, trade and biodiversity, and consider environmental challenges such as plastic pollution and climate change.	Can I carry out an independent Fieldwork Enquiry? Children learn to ask geographical questions, plan and carry out a local investigation, collect and record data, and draw conclusions. They present their findings using maps, charts and written explanations.

	Mixed-age-Geog-Cycle-B-curriculum-overview-16.06.26	[pdf 231KB]
	Mixed-age-Geog-Cycle-A-curriculum-overview-16.06.26	[pdf 251KB]