LHJS Geography Curriculum Statement


Our LHJS geography curriculum is built upon the Kapow geography scheme of work. It aims to inspire pupils to become curious and explorative thinkers with a diverse knowledge of the world; in other words, to think like a geographer.

We want pupils to develop the confidence to question and observe places, measure and record necessary data in various ways, and analyse and present their findings.

Through our curriculum, we aim to build an awareness of how geography shapes our lives at multiple scales and over time. We hope to encourage pupils to become resourceful, active citizens who will have the skills to contribute to and improve the world around them. Our curriculum encourages: a strong focus on developing both geographical skills and knowledge. Critical thinking, with the ability to ask perceptive questions and explain and analyse evidence.

The development of fieldwork skills across each year group. A deep interest and knowledge of pupils’ locality and how it differs from other areas of the world.  A growing understanding of geographical terms and vocabulary.


Our curriculum organises the geography attainment targets under four subheadings or strands: locational knowledge, place knowledge, human and physical geography, geographical skills and fieldwork.

There is a clear progression of skills and knowledge within these four strands across each year group. Our geography units are delivered every other half term and are taught in a way that allows for progression across the school. For example, in Year 4 pupils’ study ‘Why do people live near volcanoes?’ and in Year 6 their pre-existing knowledge of mountains is built on for the ‘What is life like in the Alps?’ topic.

In Year 3 pupils’ study ‘What are rivers and how are they used?’ and in Year 5 the learning progresses to ‘Why do oceans matter?’

Locational knowledge, in particular, will be reviewed in each unit to coincide with our belief that this will consolidate children’s understanding of key concepts, such as scale and place, in geography.

Cross-curricular links are included throughout each unit, allowing children to make connections and apply their geography skills to other areas of learning. Our enquiry questions form the basis for our units, meaning that pupils gain a solid understanding of geographical knowledge and skills by applying them to answer enquiry questions.

Each unit contains elements of geographical skills and fieldwork to ensure that fieldwork skills are practised as often as possible. Fieldwork includes smaller opportunities on the school grounds to larger-scale visits such as the residential visit in Year 6, to investigate physical and human features.

Lessons incorporate various teaching strategies from independent tasks to paired and group work, including practical hands-on, computer-based and collaborative tasks. This variety means that lessons are engaging and appeal to those with a variety of learning styles. Adaptive teaching and resources are available for every lesson to ensure that all pupils can access learning, and opportunities to stretch pupils’ learning are available when required.

Knowledge organisers for each unit support pupils in building a foundation of factual knowledge by encouraging recall of key facts and vocabulary.

Our geography curriculum is enriched through school trips and Forest School sessions. In Year 3 pupils visit the River Cam to support their ‘Rivers’ topic.

In Year 6, all pupils have the opportunity to go on a residential to Aylmerton Outdoor Education Centre in Norfolk where they take part in lots of fieldwork activities.

All pupils take part in 8 hours of Forest School a year. LHJS has a well-established Eco-Council which has successfully maintained the ‘Green Flag’ award for 2 years. The group is made up of representatives from across the school who meet several times each half term and carry out tasks related to the action plan for that academic year. They have had a positive impact on raising awareness of environmental issues and raised money for charities such as the WWF.


An enquiry-based approach to learning allows teachers to assess pupils against the National Curriculum expectations for geography. The impact of our curriculum is monitored through both formative and summative assessment opportunities. Each unit has a unit quiz and knowledge catcher, which is used at the end of the unit to assess children’s understanding. Opportunities for children to present their findings using their geographical skills will also form part of the assessment process in each unit.

Teachers use Fisher Family Trust (FFT) to record their teacher assessments at the end of each half term. LHJS pupils leave school equipped with a range of skills and knowledge to enable them to study geography with confidence at Key stage 3.

We hope to shape children into curious and inspired geographers with respect and appreciation for the world around them alongside an understanding of the interconnection between the human and the physical.

The expected impact of our curriculum is that children will: Compare and contrast human and physical features to describe and understand similarities and differences between various places in the UK, Europe and the Americas. Name, locate and understand where and why the physical elements of our world are located and how they interact, including processes over time relating to climate, biomes, natural disasters and the water cycle. Understand how humans use the land for economic and trading purposes, including how the distribution of natural resources has shaped this. Develop an appreciation for how humans are impacted by and have evolved around the physical geography surrounding them and how humans have had an impact on the environment, both positive and negative. Develop a sense of location and place around the UK and some areas of the wider world using the eight-points of a compass, four and six-figure grid references, symbols and keys on maps, globes, atlases, aerial photographs and digital mapping.

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