Geography
Welcome back to the Spring Term!
This term we are looking forward to delivering exciting and thought-provoking Geography lessons across the school. This term, children will develop their understanding of places, people and environments, both locally and around the world. Classes will explore big questions such as ‘Where does our food come from?’, ‘Why do oceans matter?’, ‘What is the weather like in the UK?’ and ‘Why is our world wonderful?’.
Key Vocabulary, Concepts and Recommended Reading
Impact Statement Autumn 2025
Geography Impact Statement - Autumn Term 2025
Following staff feedback and curriculum review, the school has begun transitioning to the Kapow Primary Geography scheme. Initial training and familiarisation with the scheme have taken place, with staff now using the lessons and resources. The Kapow scheme has been selected to strengthen progression of geographical skills, support high-quality enquiry-based learning, and provide clearer coverage of both substantive and disciplinary knowledge. Early feedback suggests increased teacher confidence and improved lesson structure.
This term, pupils engaged in learning linked to Parliament Week, developing their understanding of decision making processes and exploring the roles of those who work within the UK Parliament. This learning supported pupils’ geographical and civic understanding.
As part of Votes for Schools assemblies, pupils engaged with questions including ‘Do you feel proud living in the UK?’, ‘Does climate change worry you?’ and ‘Should schools support young people in preparing to vote at 16?’ These discussions promoted critical thinking and supported pupils in applying geographical knowledge to local, national and global contexts.
The Autumn Term data shows:
|
KS2 |
KS1 |
EYFS |
|
|
EXS or above |
72.8% |
67.3% |
55.3 |
|
GD |
5.3% |
1.8% |
-- |
Next Steps
-Continue to embed the Kapow Primary Geography scheme across all year groups and evaluate impact on outcomes and skills progression.
-Ensure all staff are using Knowledge Organisers at the start of each unit.
-Develop the use of assessment.
Impact Statement Spring 2026
Geography Impact Statement - Spring Term 2026
The Kapow Primary Geography scheme continues to be delivered, working towards strengthening progression in geographical knowledge and skills and securing clear coverage of substantive and disciplinary concepts.
Subject leader book looks demonstrate that the scheme is being implemented across the school, providing pupils with increased opportunities for enquiry-based learning and the development of subject-specific vocabulary.
Teachers report increased confidence in planning and teaching Geography, while pupil voice demonstrates that pupils are becoming more engaged and are developing a greater understanding of key geographical concepts and subject-specific vocabulary.
Through Votes for Schools assemblies this term, pupils engaged with a range of topical and thought-provoking questions, including ‘Are you interested in world news?’, ‘Should the Winter Olympics use artificial snow?’ and ‘Should MP’s remain loyal to their political party?’. These discussions encouraged pupils to develop awareness of current global issues, consider environmental and political perspectives, and confidently express and justify their opinions while respecting the views of others.
Posts celebrating Lunar New Year, St David’s Day and St Patrick’s Day, were shared on Facebook, promoting pupils’ awareness of different cultures, countries and traditions, while supporting understanding of global diversity and strengthening links with the wider community.
The Spring Term data shows:
|
KS2 |
KS1 |
EYFS |
|
|
EXS or above |
74.8% |
68.5% |
70.2% |
|
GD |
13.5% |
7.4% |
-- |
Next Steps
-Continue to embed consistent use of the Kapow Primary Geography scheme across all year groups.
-Continue to develop the use of assessment.
- Continue to monitor the impact of the Kapow Geography scheme on pupils through the collection of pupil voice.
Impact Statement Summer 2025
Geography Impact Statement – Summer Term 2025
As a school, we have made the strategic decision to adopt a new Geography scheme, Kapow, to ensure consistently high-quality teaching across all year groups. This aligns with our wider commitment to delivering a broad, balanced, and ambitious curriculum that develops geographical knowledge, skills, and understanding in a progressive and engaging way. The Kapow scheme is closely aligned with national curriculum objectives and supports pupils in developing a strong sense of place, environmental awareness, and spatial understanding. It also promotes consistency in planning, teaching, and assessment across the school. The full transition to the new Geography scheme has now been completed. All related curriculum documentation has been reviewed and updated and is available on the curriculum page in preparation for the full rollout in September. We are confident this new approach will enhance pupil engagement, deepen subject knowledge, and lead to improved outcomes in Geography across the school.
This term, we celebrated Cultural Diversity Day as part of our commitment to broadening pupils’ global understanding and cultural awareness; core aim of our Geography curriculum. Pupils took part in an exciting Tamboo Bamboo workshop, exploring the musical traditions of the Caribbean, and were able to share food from around the world at a mini international food market held after school. These experiences encouraged pupils to appreciate the richness of different cultures, make global connections, and understand the diversity of human and environmental geography. Such events complement classroom learning and help foster curiosity, respect, and a deeper understanding of our world.
This term, our Geography curriculum has been enriched through Votes for Schools assemblies, where pupils engaged in thought-provoking debates on questions such as “Should we learn more about the experiences of refugees?” and “Should we learn more about the impact AI has on the environment?” These discussions have helped pupils make connections between human and physical geography, broadening their understanding of global interdependence. In particular, these debates encouraged pupils to consider key geographical questions such as “How do our oceans affect life on land?”, deepening their awareness of environmental issues, climate systems, migration patterns, and the role of technology in shaping the natural world. This approach supports our goal of developing informed, reflective, and globally aware young geographers.
Pupils’ also took part in two key assemblies designed to deepen their understanding of sustainability and active citizenship, and had a visit from our local MP Andrew Lewin.
The first assembly focused on the 3Rs: Reduce, Reuse, Recycle, highlighting the importance of responsible waste management and the impact of human behaviour on the environment. Pupils explored practical ways to reduce waste and considered their role in protecting the planet.
The second assembly was led by the UK Parliament Education Service, introducing students to the democratic process in the UK and how laws are made. This session helped students understand how their voices can contribute to shaping their future.
The Summer Term data shows:
|
KS2 |
KS1 |
Reception |
Nursery |
|
|
EXS or above |
75.3% |
67.2% |
85.7% |
50% |
|
GD |
14.2% |
8.6% |
- |
- |
Next Steps
-Monitor and support teachers with the implementation of new Geography curriculum
-Collect pupil voice
-Organise Parliament week
-Geography action plan to include school priorities