Cullingworth Village Primary School

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What is Geography?

Geography is learning about our environment, the world and it's people.

'Thinking like a Geographer.' This phrase captures how pupils use what they know from one context to another, think about alternative futures and consider their influence on decisions that will be made.


At Cullingworth Village Primary School We Aim To:   

Inspire a curiosity about the world and its people. The teaching of Geography equips pupils with knowledge about diverse places, people, resources and natural and human environments. We encourage pupils to care about their world and understand the need to develop a more sustainable and ecological future part of which is a school commitment to recycling.  

We believe at Cullingworth Village Primary School that our pupils need to learn key skills and knowledge in Geography because many of them travel widely beyond Cullingworth and Bradford so they can bring real experiences to their learning.  Geography enables all children in our school to have a better understanding of the factors that have shaped our local environment as well as the wider world. 

Geography is taught through our cross-curricular approach meaning it is always interesting, stimulating and relevant.  

To build a geographical curriculum that develops learning and results in the acquisition of knowledge of their world around them so that they know more, remember more and understand more.  

To build a geographical curriculum that endorses the importance for outdoor learning to build a curiosity for learning to help them to know more, remember more and understand more. 

Knowledge Organisers and Working Walls  

Children have access to key language and meanings in order to understand and readily apply to their written, mathematical and verbal communication of their skills, in a purposeful context. This promotes connections to be made across all foundation subjects where applicable. 

  • Key Vocabulary The promotion of a language rich Geography curriculum is essential to the successful acquisition of knowledge and understanding in Geography. 

  • Independent learning: In Geography children are encouraged to enquire about their topic of interest and develop their independence when locating places, describing places and exploring the outdoors.  

  • Children will access resources to acquire learning through atlases, text books, maps, digital technology and photographs. Children will use a range of secondary resources to develop their knowledge and understanding that is integral to their learning.  

  • Enhancement – In order to enhance the curriculum for geography children access the local area on a regular basis; by making connections through all the different curriculum areas and have access to a local map. With this map they navigate and apply their geographical skills when accessing the local area.  

  • Educational Visits to enhance their cultural capital Where applicable links to geography will be made to develop the children’s topical learning. 

Outdoor Learning opportunities with the curriculum Teaching and Learning should plan for outdoor learning opportunities within geography lessons termly. This may be using the school grounds, local area or wider community to apply and explore their subject specific task.  

  • Children will access their local environment to get a hands-on experience in their learning. Children will become more aware of their local environment and as they progress through their geographical education and use a map specific for their areas of enquiry.  

  • Educational Visits to enhance their cultural capital 

 Where applicable links to geography will be made to develop the children’s topical learning.  

  • British Values and PSHE  

Children will learn and revisit the importance of our world and how it should be treated through a range of cultural capital activities and experiences. 

Children will achieve age related expectations in Geography at the end of their cohort year.

  • Children will retain knowledge that is pertinent to geography with a real-life context.

  • Children will understand how geography ‘happens’ in their local area.

  • Children will have a good understanding about the world around them and how it has been shaped.

  • Children will know more, remember more and understand more.

  • The pupil voice will represent an understanding of what geography is and how they have applied this learning in a given context as part of a highlight task.

Children will achieve age related expectations in Geography at the end of their cohort year.

  • Children will retain knowledge that is pertinent to geography with a real-life context.

  • Children will understand how geography ‘happens’ in their local area.

  • Children will begin to understand their wider world and the implications that we as citizens have on it.

  • Children will work collaboratively to solve problems and explain the processes that they have taken/observed within a real-life context.

  • Children will act as good citizens within their local community.


Displays around school


Geography Subject Ambassadors


Meet Henry and Corey our Geography Ambassadors. Both boys were chosen for their passion and enthusiasm during geography lessons.

Henry states that he likes geography because it shows me how the landscape is formed and has changed over time. For example islands eroded and risen

Corey states that he likes geography because it shows us what impact humans have had on the landscape.

Geography Subject Leader



My name is Mrs O'Hare and I lead Geography at Cullingworth Village Primary School. I have had a passion for geography from a young age with a particularly interest in understanding how the landscape around us is formed. I especially enjoy field work and developing mapping skills.

The vision I have set out above is one that all staff strive for. We want the best for all the children at our school and work collaboratively to achieve this. Learning is a journey for all in school. Children progress through the school, building on their geographical knowledge and skill set whilst teachers are willing to adapt their practice to meet the needs of all their learners and take on board feedback given by a subject leader.

As the Geography subject lead, I have worked with my fellow colleagues to design a curriculum that we thought was relevant to our pupils and one that they would enjoy. We suggested a breadth of topics that would meet the needs of the National Curriculum and we have worked collaboratively to sort them into year groups where cross-curricular links could be made. I have ensured complete coverage of the National Curriculum and, where appropriate, that objectives are revisited in later year groups to ensure depth of learning. 


Geography learning in EYFS

The EYFS framework is structured very differently to the national curriculum as it is organised across seven areas of learning rather than subject areas. The aim of this document is to help subject leaders to understand how the skills taught across EYFS feed into national curriculum subjects.

This document demonstrates which statements from the 2020 Development Matters are prerequisite skills for geography within the national curriculum. The table below outlines the most relevant statements taken from the Early Learning Goals in the EYFS statutory framework and the Development Matters age ranges for Three and Four-Year-Olds and Reception to match the programme of study for geography.

The most relevant statements for geography are taken from the following areas of learning:

  • Mathematics
  • Understanding the World




 Geography Curriculum Intent.docxDownload
 Geography overview and progression of skills.docxDownload
 Geography Policy.docxDownload
 Geographyunit overview.docxDownload
 Plan of action geography 2022-2023.docxDownload
 Promoting and Recognising Greater Depth within Geography.docxDownload
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