Geography

Our vision for geography

Geography helps children understand places, people and environments, from the local area to the wider world. They learn to use geographical language, maps and evidence to ask and answer questions.

What children learn

Year A (2026–27) is being taught now. Year B (2027–28) follows next year. Years 1–2 use Cornerstones Year 1 projects, Years 3–4 use Year 4 projects and Years 5–6 use Year 6 projects where Cornerstones is used. Individual year-group expectations remain important.

Cycle and phase	Autumn	Spring	Summer
Year A · Years 1–2	Our Wonderful World	Bright Lights, Big City Geography	Geography revision and retrieval
Year A · Years 3–4	One Planet, Our World	Rocks, Relics and Rumbles Geography	Geography revision and retrieval
Year A · Years 5–6	Our Changing World	Frozen Kingdoms Geography	Geography revision and retrieval
Year B · Years 1–2	Let’s Explore the World	Coastline	Geography revision and retrieval
Year B · Years 3–4	Interconnected World	Misty Mountain, Winding River Geography	Geography revision and retrieval
Year B · Years 5–6	Investigating our World	Sow, Grow and Farm Geography	Geography revision and retrieval

Essential Knowledge and progression

Reception children explore the school, local community, seasons and world around them. In Years 1–6, autumn geography knowledge, spring geography projects and later retrieval help children build and revisit knowledge of places, environments and processes. The table includes both the geography row and, where relevant, the spring main project; consult the full plans for exact timing.

A learning journey: Children begin by describing familiar places and using simple directions and maps. In Years 1–2, Our Wonderful World and Bright Lights, Big City extend knowledge of places and how they differ. In Years 3–4, One Planet, Our World and Rocks, Relics and Rumbles help pupils use wider locational knowledge and explain physical processes. In Years 5–6, Our Changing World and Frozen Kingdoms demand more detailed comparison of environments, processes and human impact. Mapping progresses from recognising features and simple symbols to interpreting geographical information and supporting an explanation with evidence.

How we teach it

Teachers use maps, images, geographical information and discussion. Children compare places and learn to observe and describe what they encounter.

DISCERN in this subject: A geography lesson can begin by recalling map symbols and locating a known place. The teacher introduces a new place and key geographical knowledge, models how to read a map, and supports a comparison. Pupils discuss what the evidence shows, check the accuracy of their conclusions, then record an explanation. Later learning revisits the place at a different scale.

How all children take part

Teachers introduce and revisit key vocabulary, model new ideas clearly and adapt resources and support so that every child can participate and show understanding. Children who are ready to go further can explain, compare, apply and question their learning.

How we check learning

Teachers check understanding through questions, discussion, pupil work and practical activity. They revisit essential knowledge, address misconceptions and use what they learn about pupils to plan the next steps.

Feedback focuses on the geographical knowledge named in the Learning Challenge. A teacher may highlight a precise explanation that demonstrates it, then ask a focused follow-up question or provide a GAP task if a misconception remains. The marking policy expects a developmental response within each topic.

Beyond the classroom

The local area offers opportunities for observation and fieldwork and we have recently visited Bicester Food Bank, Ardley Recycling Centre and The Community Garden. Children have also carried out a local walk to promote safer streets and driving at 20Mph. Children relate what they learn about other places to their own environment and actions.