Intent of Geography

Please see below for an overview of Geography.

Our Geography curriculum is coherent, planned, sequenced, progressive, challenging, relevant to our context and meets the requirements of the National Curriculum from EYFS to year 6.

Our inclusive curriculum promotes equity and celebrates diversity, it is designed to respect the rights and dignity of every child enabling all children to reach their potential in a communication friendly environment.

Our Geography curriculum is designed to meet the context of our school. It equips our children with the knowledge, skills and attitude to master their learning in Geography and be confident learners now and for life.

We intend to provide opportunities for the children to explore, appreciate and understand the diverse world we live in. Through our teaching we aim to inspire children to have an appreciation of other cultures and the power of nature. Encouraging a connection between them and the earth so they can recognise the importance of sustainability for the future of the planet.

Our children draw on their own experiences and benefit from learning about how other communities live and in doing so, develop an understanding of what it means to be a respectful citizen in a multi-cultural country.

They learn about human and natural environments around the world and how that is relevant to them living here in Manchester. For example, through topics of Climate, Natural disasters and local studies.

We require our children to interpret a range of sources and analyse data that helps them to understand and deepen their knowledge of the world they live in. Here at St Pauls Geography is discreetly taught, however it is also integrated in other subjects such as English, Maths and History.

The national curriculum for geography aims to ensure that all pupils:

  • 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

At St Paul’s we teach Geography in a way that aims to enable pupils:

  • to develop the knowledge, skills of enquiry and ability to think critically when investigating geographical enquiries
  • to make sense of their own surroundings through learning about their own locality, and the interaction between people and environment.
  • to extend their interest, knowledge and understanding of contrasting localities in Britain, Europe and the World.
  • To increase children’s knowledge of other cultures and communities and, in doing so, teach a respect and understanding of what it means to be a positive citizen in a multi-cultural country.
  • to develop knowledge and understanding of the human and physical processes which shape places.
  • to appreciate similarity and difference in the world about them and to respect other peoples beliefs, attitudes and values.
  • to develop the geographical skills and vocabulary necessary to carry out effective geographical enquiry. Including how to use, draw and interpret maps.
  • to formulate appropriate questions, develop research skills and evaluate material to inform opinions.
  • to develop interest and enjoyment of geographical experiences and build confidence and understanding.
  • to recognise and understand issues concerning the environment and sustainable development and have an appreciation of what a ‘global citizenship’ means.



Policy Statement
End Points
Geography Curriculum

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