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Intent - we are creating Geographers by...


At Wolsey House we believe that Geography helps to provoke and provide answers to questions about the natural and human aspects of the world. Children are encouraged to develop a greater understanding and knowledge of the world, as well as their place in it. We are committed to providing children with opportunities to investigate and make enquiries about their local area of Leicester and Leicestershire so that they can develop a real sense of who they are, their heritage and what makes our local area unique and special.  The geography curriculum at Wolsey House enables children to develop knowledge and skills that are transferable to other curriculum areas and which can and are used to promote their spiritual, moral, social and cultural development. Geography is, by nature, an investigative subject, which develops an understanding of concepts, knowledge and skills. We seek to inspire in children a curiosity and fascination about the world and its people which will remain with them for the rest of their lives; to promote the children’s interest and understanding of diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The curriculum is designed to develop knowledge and skills that are progressive, as well as transferable, throughout their time at Wolsey House Primary and also to their further education and beyond.


Implementation - this is how we teach Geography


Geography at Wolsey House Primary is taught in half termly topics throughout the year, through ‘The Big Question.’ This allows the children to achieve depth in their learning. Teachers have identified the key knowledge and skills (as stated in the National Curriculum) of each topic / ‘The Big Question’ and consideration has been given to ensure progression across these throughout each year group within the school.

At the beginning of each ‘Big Question’, children are able to convey what they know already as well as stating what they would like to learn. This informs the Programmes of Study and also ensures that lessons are relevant and take account of the children’s interests and their different starting points. Consideration is given to how greater depth will be taught, learnt and demonstrated within each lesson, as well as how learners will be supported in line with the schools commitment to inclusion.

‘Sticky words’ are introduced at the start of each Big Question and revisited regularly to ensure that they are embedded and they become part of the children’s vocabulary.


Cross curricular outcomes in geography are specifically planned for, with strong links between geography and literacy. The local area is fully utilised to achieve the desired outcomes, with extensive opportunities for learning outside the classroom embedded in practice.


Geography at Wolsey House Primary is assessed through pupil interviews, lesson observations and through regular work scrutiny.


Impact - this is what our children have learnt - the knowledge and skills developed in Geography


Outcomes in curriculum and literacy books evidence a broad and balanced geography curriculum and demonstrate children’s acquisition of identified key knowledge.


At the start of each geography module/‘Big Question’ of new learning, children are able to convey what they know already as well as stating what they would like to learn. At the end of each ‘Big Question’ children are able to share their newly acquired knowledge and skills comparative to their starting points. This is done through the completion of the KWL grids (What I Know, What I Want to Know, What I Learned).


Through regular pupil interviews pupils are able to articulate and share their new knowledge learnt and new skills that they have acquired through their learning of the geography curriculum. Monitoring and evaluation of the impact of geography can we be seen through consistent work scrutiny. This clearly shows the new knowledge the children have learnt and their newly acquired geographical skills over time. Pupils have the opportunities to write for a range of purposes that show clear cross curricular links between geography and literacy. When acquiring new geographical knowledge the children are able to extend their reading skills through researching new information to extend their locational and place knowledge and through finding out about the human and physical environments about different places.


As children progress throughout the school, they develop a deep knowledge, understanding and appreciation of their local area and its place within the wider geographical context. There is a clear progression map of geographical key skills in place for geography from EYFS to year 6.


Through the detailed planning of the geography curriculum teachers provide many opportunities for pupils to develop their geographical skills to use the outside environment immediately within the vicinity of the school and also further afield through fieldwork studies at local places and through the use of digital maps for localities not within the children’s physical reach.


Geographical understanding, as well as children’s spiritual, moral, social and cultural development is a key feature here at Wolsey House Primary. This aspect of the work of the school is also supported through specific drivers which includes the language of the month (where children consider the origins of the languages spoken across the school). Here the children can see which country the language originates from and key words and phrases such as good morning, good afternoon, please and thank you. These key words and phrases are supported with ‘real life’ videos of children within our school community   demonstrating these phrases. This celebrates the cultural diversity of our school here at Wolsey House Primary.


By the time pupils leave Wolsey House primary they will be ready for the next stage of their education.