The Geography curriculum at The Galfrid School provides children with a relevant, coherent, progressive knowledge of the world and an ability to find their place in it, as explored through the lenses of geographical ‘vertical concepts’:  

  • Location and Place  

Where is this place?  

What are the human and physical characteristics of this place?  

What is the interaction between people and place?  

  • Geographical Scale  

The location is seen at a local to global scale.  

Cause, effects and responses can vary in their scale.   

What are the similarities and differences at the different scales – local, regional, national, global.    

  • Making Connections  

What are the connections between the human and physical worlds?  

How does one event affect another?   

It is designed in a way which embeds core disciplinary knowledge, and the ability to approach challenging, geographically-valid questions:  

  • Geographical skills  

  • Fieldwork enquiry  

  • Identify patterns and links  

  • Using examples and key vocabulary  


We follow a broad and balanced curriculum which teachers use to plan practical and theory based lessons. They include: 

  • A knowledge organiser which outlines knowledge (including vocabulary) all children must master and apply in lessons; 

  • A cycle of lessons for each subject, which carefully plans for progression and depth concentrating on the geographical skills suited to the age group; 

  • Low stakes quizzes which are used regularly to support learners’ ability to retrieve and recall knowledge and increase space in the working memory ; 

  • Challenge questions for pupils to apply their learning in a philosophical/open manner; 

  • Trips and visiting experts who enhance the learning experience. 


Our Geography curriculum is high quality, well thought out and planned to demonstrate progression. If children are keeping up with the curriculum, they are deemed to be making good or better progress. In addition, we measure the impact of our curriculum through the following methods:   

  • A reflection on standards achieved against the planned outcomes; 

  • A celebration of learning for each term which demonstrates progression across the school; 

  • Tracking of gains in each quiz;    

  •  Pupil discussions about their learning. 

Our Geography curriculum is also planned in a way which promotes the cultural capital of all our children. We enhance our curriculum especially for our most disadvantaged children by organising fieldwork opportunities, guest speakers and keeping up to date with current local and worldwide events.