Hudson Street, Accrington, Lancashire, BB5 2HS


Accrington Woodnook Primary School

Geography at Woodnook

The aim of our Geography Curriculum at Woodnook Primary School is to inspire, in pupils, a curiosity and fascination about the natural world and its people, and for our pupils to enjoy developing geographical skills and knowledge through well planned lessons and activities. We aim to develop knowledge of places and environments throughout the world, an understanding of maps and a range of investigative and problem-solving skills will be applied both inside and outside the classroom. Geography will provide a focus within the curriculum for understanding and resolving the issues concerning the environment and sustainable development.  Geography at Woodnook will allow pupils to encounter different societies and cultures leading them to realise how nations rely on each other. It will encourage pupils to think about their own place in the world, their values, and their rights and responsibilities to other people and the environment. Our Geography Curriculum aims to help pupils build an informed and balanced view of the world and their place in it. We aim to provide a curriculum that meets statutory requirements and that reflects our pupils’s heritage as well as British Values.

We follow the Early Years Statutory Framework (2021) where Geography is found in the specific area ‘Understanding the World’ within the ELG ‘People, Culture and Communities’. Pupils in Years 1-6 follow the National Curriculum (2014) for Geography. Lancashire KLIPs are used to support planning and assessment in these year groups.

We aim for all our pupils to meet the standards as outlined below.

By the end of the EYFS pupils should:

  • Describe their immediate environment using knowledge from observation, discussion, stories, non-fiction texts and maps.
  • Know some similarities and differences between different religious and cultural communities in this country, drawing on their experiences and what has been read in class.
  • Explain some similarities and differences between life in this country and life in other countries, drawing on knowledge from stories, non-fiction texts and – when appropriate – maps. (Early Years Statutory Framework 2021)

By the end of KS2 pupils should:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length. (National Curriculum 2014)

Alongside the statutory frameworks, we use our yearly overview which includes the content for each year group, medium term plans and Lancashire KLIPs grids to provide a clear sequence of learning, so that our pupils continually build on prior knowledge and skills. Class curriculum maps demonstrate the progression of knowledge and skills across the classes and the school. Teaching sequences are tailored to ensure that knowledge and skills from across the curriculum are applied.

In the EYFS ‘People, Culture and Communities’ is delivered within the setting using a range of resources and activities in order to prepare them for the transition into Key Stage 1.

In Years 1-6 Geography is taught as a discrete subject and lessons take place weekly, on a cycle with History. At Woodnook Primary School, we implement a knowledge based progressive curriculum which in turn develops skills. Links are made to other subjects where appropriate. Quality teaching in Geography, with well-planned lessons, support their learning.  

We recognise that all pupils throughout our school have differing abilities and, therefore, tailor our approach to the individual, where necessary, matching activities to specific ability groups and taking into account any individual plans e.g. PEP or EHCP. This allows for a variety of responses and differentiated outcomes, to ensure that every child has the opportunity to optimise their full potential. We ensure that pupils are set achievable, yet challenging content. We are aware of different learning styles and plan accordingly.

Geographical vocabulary is taught, discussed, displayed and rehearsed throughout each unit that is studied within class so that it can be recalled and used by the pupils independently and with understanding at an age- appropriate level. Open-ended questioning is used efficiently to enhance learning.

When teaching Geography, we are aiming to develop and equip the pupils with the knowledge and skills to think and act like geographers. We strive to teach exciting, informative and varied lessons, engaging pupils all across the school and fostering a passion for Geography. We allow opportunities for pupils to work individually, in small groups or as part of a whole class. Pupils will access a range of resources across all year groups to enable them to enhance their learning. These include the use of relevant books, pamphlets, maps, atlases, use of video/film, photographs and satellite images, live street cam footage, role play and drama to create empathy and the use of technology. Fieldwork is integral to good Geography teaching and we include as many opportunities as we can to involve pupils in practical geographical research and enquiry in our school environment, in the local area as well as possible visits wider afield that are relevant to our studies.