Intent

As a thriving, aspirational school, our Geography curriculum aims to inspire our pupils to be curious and explorative thinkers with a diverse knowledge of the world. With nurture and guidance, they will ask questions, seek answers and explore their immediate locality - aspiring to develop an awareness of both natural and human aspects of the wider world beyond. This will inspire a fascination and curiosity of different countries and cultures and give them the knowledge, skills and understanding to be respectful, responsible and active citizens. We aim to equip Herne Geographers with the skills they need to engage thoughtfully with our complex, ever-changing and interconnected world, acting with care, tolerance and an informed sense of responsibility for their impact on the future. KH25

In order to prepare pupils for their future learning in Geography, our curriculum encourages a strong focus on developing both geographical skills and knowledge; critical thinking, with the ability to ask perceptive questions and explain and analyse evidence; the development of fieldwork skills across each year group; a deep interest and knowledge of pupils’ locality and how it differs from other areas of the world; and a growing understanding of geographical concepts, terms and vocabulary.

Implement

To fulfil the aims of the National Curriculum for Geography, our programme is organised around four key strands: Locational Knowledge, Place Knowledge, Human and Physical Geography, and Geographical Skills and Fieldwork.
Our curriculum is carefully sequenced to show clear progression in both knowledge and skills within these strands across all year groups. Our progression of skills and knowledge guides what is taught in each year and how learning builds over time so that pupils securely meet end-of-key-stage objectives. Key geographical concepts are embedded throughout all units, ensuring they are developed in context rather than taught in isolation.

We follow a spiral curriculum, revisiting core ideas and skills with increasing depth and complexity. This approach allows pupils to consolidate and extend prior learning. Locational knowledge, in particular, is reinforced regularly within each unit, supporting pupils’ understanding of essential geographical concepts such as place and scale.

Throughout the curriculum, cross-curricular links are intentionally integrated, enabling pupils to make meaningful connections between Geography and other subject areas. Our Geography learning at Herne is framed around enquiry questions, encouraging pupils to apply their geographical understanding to real-world contexts. These open-ended questions stimulate curiosity and critical thinking, as pupils investigate, collect and analyse data before drawing conclusions and making informed decisions based on their findings.

Every Geography unit includes opportunities for pupils to develop geographical skills and fieldwork. Lessons follow an enquiry process—question, observe, measure, record, and present—reflecting the structure set out in the National Curriculum. This approach ensures pupils learn how to design enquiries, gather and interpret data using varied methods, and communicate their findings effectively to different audiences.

Fieldwork experiences range from small-scale investigations within the school grounds to larger studies of contrasting human and physical features. By engaging in regular, accessible fieldwork, pupils gain confidence in applying and evaluating different geographical techniques. Revisiting these experiences in familiar environments strengthens their understanding and provides a strong foundation for comparing their local area with other places, both within the UK and beyond.

Impact

By the time pupils leave Herne, they will possess a strong foundation of geographical knowledge and a broad range of skills that enable them to approach Geography at secondary school with confidence and curiosity. Our aim is to nurture inquisitive, reflective young geographers who demonstrate respect and appreciation for the world around them, alongside an understanding of how human and physical processes are deeply interconnected.

The intended outcomes of our curriculum are that pupils will:

• Recognise, describe, and compare human and physical features, identifying similarities and differences between a range of locations across the UK, Europe, and the Americas.
• Identify and explain the physical elements that shape our planet—such as climate, biomes, natural hazards, and the water cycle—understanding their locations, interactions and the processes that influence them over time.
• Explain how humans use and modify the land, exploring economic activity, trade and how the availability and distribution of natural resources influence human settlement and development.
• Appreciate the relationship between people and their environment, recognising both the positive and negative impacts humans have on the natural world and how societies have adapted to physical geographical features.
• Build a secure sense of place and location within the UK and beyond, using geographical tools such as maps, globes, atlases, aerial photographs, and digital mapping, and applying techniques including compass directions, grid references, symbols and map keys.
• Understand global positioning systems, including concepts such as latitude, longitude, hemispheres, tropics and time zones, as well as how these determine day and night across the Earth.
• Plan, conduct, and present geographical enquiries, selecting appropriate methods, gathering and analysing data and using digital technologies to communicate findings effectively.

Our monitoring ensures that we are able to have vital discussions to see the bigger picture and recognise that great outcomes are not just measured in quantifiable results, but in how successfully our pupils are developing as well-rounded citizens ready to shine in the world.