Through our Geography curriculum we will inspire our pupils to be passionate and curious about the world around them. Our pupils will develop a sound understanding of their place in the world as well as an appreciation and care for the planet that they live on. We will equip pupils with the geographical knowledge to develop their skills through studies of places, people and natural and human environments. As pupils progress through the school, they will develop an insight into the links between physical and human processes and how landscapes and environments continue to change over time. They will develop strong locational knowledge through real life experiences in the local area and beyond, which enhance their learning.  We also recognise that it is vital to teach our pupils compassionately about the climate emergency. Our curriculum ensures that sustainability is built into all units of Geography to provide pupils with the knowledge and skills they will need to face the challenges of the modern world.


Geography lessons are based on the Oddizzi scheme of learning, with medium term planning adapted to match the needs of the learners at Coppermill. Oddizzi provides teachers with outstanding resources to deliver lessons, including quizzes, linked texts, films and challenge questions to stretch children to above expected levels of knowledge. Teachers also have access to an additional bank of online resources focussing on skills such as map reading and coordinates, which are used interesting and engaging elements to lessons. Over the course of a geography topic children build towards answering an overarching enquiry question. Knowledge from each topic is complemented by relevant non-fiction texts and where appropriate, core texts which are taught in the children’s writing lessons.

Geography is taught twice a week during a Geography half term allowing children to recall key knowledge and skills and supporting the retention of knowledge. Each unit includes a knowledge organiser, which allows pupils to focus on building their geographical skills and knowledge. Map skills are embedded throughout geography topics through children regularly using Atlases and world and UK maps which are displayed in classrooms and referred to and annotated throughout the unit. 

We know that fieldwork skills are vital to children developing as Geographers and have planned fieldwork units which take place in our local area, allowing children to explore the diverse community that surrounds them. Please see the fieldwork progression document below. 

At Coppermill, we recognise the climate emergency and understanding that educating children on sustainability and environmental issues are vital to children's development as responsible and active citizens. Sustainability, climate change and the environment are threaded into all of our units and in Spring 1 all year groups will look at a mini-enquiry focussed on a sustainability or environmental issue (see overview at the top of the page for details). These enquiries will explore key questions around climate change and how humans are impacting the environment and, crucially, what actions can be taken to help to mitigate the effects of climate change. 

As a school serving a diverse community, we also recognise the importance of celebrating the wide range of cultures and background represented within our school. We encourage children to recognise and celebrate their cultural differences and similarities and explore their family heritage throughout their Geography learning. The summer term concludes with 'international week'; two weeks of learning in which each class explores a chosen country and researches and immerses the children in the country's food, music, language, customs and traditions. Each year group concludes their learning by presenting a stall at our international fair, which we invite parents and carers to attend as a celebration of the truly international community at our school. 


The impact of our Geography curriculum is measured through teacher assessment of children's progress in each unit. Teachers are able to assess children's acquisition of geographical knowledge, skills and concepts through ongoing assessment in lessons (through questioning and on the spot marking) as well as through children's recording on their concept maps. Teachers also mark and respond to children's answers to the enquiry question and use this to identify gaps in knowledge and skills.  The humanities subject lead will also engage in monitoring, both through book looks and dialogue with children about their learning (pupil voice). Examples of good practice are then shared with staff and teachers are supported by the subject lead, where necessary, in planning and delivering lessons.

Please click below to see our Geography skills progression document