Geography at Breckon Hill
Curriculum Intent
At Breckon Hill Primary School, our geography curriculum is designed in line with the National Curriculum to ensure all pupils gain a secure knowledge of the world, its people and its environments. We aim to inspire curiosity and a lifelong interest in geography, while equipping pupils with the knowledge, skills and vocabulary needed to understand their local area and the wider world.
Our curriculum reflects and celebrates the diverse backgrounds, cultures and experiences of the Breckon Hill community. Through geographical learning, pupils develop respect, tolerance and an understanding of global citizenship, preparing them to play an active and responsible role in an increasingly interconnected world.
In line with the National Curriculum, we intend for pupils to:
- Develop locational knowledge, including the location of countries, continents, oceans and key physical and human features
- Build place knowledge by understanding the similarities and differences between places at a range of scales
- Understand key aspects of human and physical geography, including settlements, land use, climate zones, natural disasters and climate change
- Develop geographical skills and fieldwork, including map reading, data collection and interpretation
- Use and apply geographical vocabulary accurately and confidently
- Understand sustainability and how human activity impacts the environment
We feel it is important for the subject to be taught discretely as well as incorporated within other areas such as English, PSHE, History, P4C and Citizenship.
Curriculum Implementation
The Geography curriculum is carefully sequenced to meet and exceed the expectations of the National Curriculum. Knowledge, skills and vocabulary are progressively developed from Early Years through to Key Stage 2, with key concepts revisited to support long-term retention and deeper understanding.
At Breckon Hill School, geography is taught through a carefully sequenced curriculum that develops pupils’ ability to question, reason and evaluate evidence, aligning naturally with our Philosophy for Children (P4C) approach. Each unit is driven by an overarching philosophical question, providing a clear purpose for learning and revisited throughout the sequence. Through structured talk, discussion and reflection, pupils use this question to make meaningful connections between key geographical knowledge—such as locational knowledge, place knowledge, human and physical features, and geographical skills and fieldwork.
Fieldwork is an integral part of our curriculum and directly supports National Curriculum requirements. Pupils regularly undertake fieldwork in their local area, where they observe, measure, record and present data using maps, plans, digital tools and simple geographical techniques.
Subject-specific vocabulary is explicitly taught through stem sentences, ensuring pupils develop the language needed to describe physical and human processes accurately. Oracy is prioritised through structured discussion, enabling pupils to explain their thinking clearly.
Curriculum Impact
As a result of our Geography curriculum, pupils meet the expectations of the National Curriculum and are well prepared for the next stage of their education. By the end of Key Stage 2, pupils demonstrate secure knowledge and understanding across all National Curriculum strands:
Locational Knowledge – identifying key countries, regions and features of the world
Place knowledge – comparing locations and understanding their human and physical characteristics
Human and physical geography – explaining processes such as climate, land use, settlements and environmental change
Geographical skills and fieldwork – confidently using maps, atlases, digital mapping tools and fieldwork techniques
Pupils are able to use geographical vocabulary accurately, ask relevant questions, analyse information and draw informed conclusions. They show curiosity about the world, respect for cultural diversity and an understanding of sustainability and environmental responsibility.
Summative assessments are also used to inform future planning. Rapid recall quizzes at the start of each lesson help pupils retrieve prior knowledge, reinforce key concepts, and prepare their minds for new learning. These short, focused activities strengthen memory and identify areas where understanding may need refreshing.
At the end of each unit pupils are given a quiz assesses pupils’ overall understanding and highlights gaps in knowledge. Teachers can use this information to plan future lessons, provide targeted support, and design activities—such as rapid recall or focused practice—to consolidate learning.
Our pupils will leave Breckon Hill as confident, knowledgeable and thoughtful geographers who are equipped with the skills and attitudes needed to understand and engage with the world around them. Our geography curriculum is enriched through our Super Curriculum, Cultural Capital opportunities and our ‘50 Fantastic Things’, ensuring pupils experience geography beyond the classroom.y the subject leader and evidenced in an annual portfolio.
