Geography

Link to Geography long-term plan

At Arnot St Mary, geography inspires children to be curious about the world and its people. Through enquiry, practical experiences and carefully sequenced teaching, children explore where places are, what they are like and how they change.

Our curriculum develops knowledge of places, people, resources and environments, alongside an understanding of the human and physical processes that shape our world. We want children to understand their own locality, appreciate different places and perspectives, and consider how they can contribute positively to the future.

Our geography curriculum

Our curriculum begins with children’s immediate surroundings and gradually broadens their understanding of the United Kingdom and the wider world. Liverpool provides a meaningful starting point, helping children connect new geographical ideas to places they know.

Learning builds progressively across four connected areas:

• Locational knowledge: knowing where places are and understanding their position in relation to others.

• Place knowledge: exploring the characteristics of places and making informed comparisons.

• Human and physical geography: understanding natural features and processes, settlements, land use and relationships between people and environments.

• Geographical skills and fieldwork: using maps, making observations, collecting evidence and interpreting information.

Important concepts and vocabulary are revisited so that children strengthen their understanding and apply their learning in different contexts.

Building understanding from local to global

In the Early Years, children explore their school grounds and local environment through practical and sensory experiences. They notice weather, seasonal changes, plants and animals, begin to use simple maps, and explore similarities and differences between environments.

In Year 1, children investigate their school and its surroundings, learn about the countries of the United Kingdom and explore the seaside.

In Year 2, children consider what makes Liverpool distinctive, investigate hot and cold places, and study a contrasting place beyond Europe.

In Year 3, children compare Walton with a rural area, investigate rivers and the water cycle, and develop their understanding of the UK and Spain.

In Year 4, children explore how Liverpool city centre is organised, compare life in Mexico with the UK, and study climate zones and biomes.

In Year 5, children use maps and fieldwork to investigate Liverpool, explore changes in the UK’s population and settlements, and learn about mountains, volcanoes and earthquakes.

In Year 6, children draw on their geographical knowledge and fieldwork skills to investigate challenges facing Liverpool. They explore wider global challenges and consider how people can make a positive difference.

Enquiry and fieldwork

Geographical questions give learning a clear purpose. Children learn to ask questions, gather relevant information and use evidence to explain what they have found.

Fieldwork develops from observing familiar surroundings to carrying out more detailed investigations. Children practise collecting, recording and presenting information, identifying patterns and drawing conclusions. As their understanding grows, they consider how useful their evidence is and what further questions they could investigate.

Repeated study of Liverpool allows children to revisit familiar places with increasingly sophisticated questions about land use, settlements, change and the relationships between people and their environment.

Maps, atlases and geographical information

Children regularly use maps, atlases, globes, photographs and digital resources to locate places and explore their features.

Teaching develops their understanding of direction, symbols, keys, scale and location in manageable steps. Children learn to select and interpret geographical information, create their own maps and communicate findings through discussion, diagrams, tables, graphs and written explanations.

How we teach geography

Teachers introduce new knowledge clearly, model geographical skills and make explicit connections with earlier learning. Carefully chosen images, maps, texts and practical experiences help children understand places and processes beyond their immediate experience.

Vocabulary is taught directly and revisited in context. Structured discussion helps children compare places, explain processes and support their ideas with evidence.

Teachers check understanding through questioning, map work, fieldwork, discussion and short tasks. They use this information to address misconceptions, revisit important ideas and plan next steps.

Geography for every child

We maintain high expectations and adapt teaching so that every child can participate meaningfully. Support may include accessible maps, visual resources, vocabulary preparation, practical equipment, smaller steps and additional modelling.

Children have different ways to demonstrate their understanding, including spoken explanations, photographs, annotated maps, diagrams and writing. Support is gradually reduced as children become more confident and independent.

Enrichment in geography

Fieldwork visits, workshops and immersive experiences enrich our planned curriculum. Our school grounds, local area and city provide valuable opportunities to bring geographical learning to life.

We also work with Best Day Ever to provide engaging enrichment experiences that support our geography units. These give children opportunities to explore geographical ideas in memorable, practical ways, encouraging curiosity, discussion and collaboration.

Enrichment helps children connect classroom learning with real places and experiences, deepen their understanding and develop a lasting interest in the world.