Teaching Geography at Over Hall Community School

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Geography lead: Miss Stanley


At Over Hall our high-quality Geography curriculum aims to inspire in children a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Our teaching equips children with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As children progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

We aim to ensure that all children:

  • Develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
  • Understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
  • Are competent in the geographical skills needed to:
    • Collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    • Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    • Communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.


At Over Hall we use an amalgamation of Connected Geography scheme and our own scheme designed to fit in to context of our area. We draw heavily on our rich local geography, and designed the curriculum to run alongside our English schemes. Each topic revolves around an enquiry question (as seen in the documents below) which then provide children with a focal point for their learning.

The geography curriculum largely follows a thematic approach, linking with class themes. Geography teaches an understanding of places and environments. Through their work in geography, children learn about their local area and compare their life in this area with that in other regions in the United Kingdom and in the rest of the world. They learn how to draw and interpret maps and they develop the skills of research, investigation, analysis and problem-solving. Through their growing knowledge and understanding of human geography, children gain an appreciation of life in other cultures. Geography teaching also motivates children to find out about the physical world and enables them to recognize the importance of sustainable development for the future of mankind.

Leadership: As a result of effective leadership staff receive training and support ensuring they have the knowledge, expertise and skills to effectively implement history within their cohort. This is done via Staff Training sessions as well as recommending development courses on the National Curriculum for staff to undertake. Data is generated by Class Teacher judgement and then reported on Insight, where the Subject Lead then collates it and produces a progress table. This is then reported to the Head Teacher and Trustees.

Equal opportunities: All children are given sufficient time to access the Geography curriculum which has been designed so that all children are able to access and interact with the content. Through the use of adaptive teaching and scaffolds, all children receive an enjoyable Geography currriculum.

Planning: The long-term plan for geography,as seen below, is progressive in terms of both geographical knowledge and skills. The geographical knowledge built upon encompasses: locational knowledge, case study knowledge, human geography and physical geography. The geographical skills that are built upon are:-

  • comparing locations,

  • traditional and digital mapping skills,

  • using directional language

  • effective geographical enquiries. 

During the Autumn Term, Year 6 focus on embedding knowledge for SATS. The necessary learning from the National Curriculum has already been covered by the time they reach Year 6 so they only undertake two geography units.

Breadth and depth: Our geography curriculum teaches about a range of locations from local and extending to global. Our curriculum begins in Key Stage 1, where pupils investigate their local area and begin to learn about the United Kingdom with some reference to the wider world. In Key Stage 2, pupils deepen their understanding of areas of the United Kingdom whilst extending their understanding to countries and continents further afield. By making our curriculum progressive, our children are better prepared to remember and build upon learning from previous topics, years and key stages. 

Please refer to the Geography progression of skills document, below, for a breakdown of knowledge and skills for year groups.

Wider Opportunities:Links are made across the curriculum including British Values, inclusion and diversity within our country, sustainability, English, Science and PE. Additionally, opportunities to take learning beyond the classroom are sought wherever possible to allow pupils to apply their geographical skills in real-life settings. First-hand experiences have the ability to engage the whole child and make learning memorable and meaningful. At Over Hall we offer a range of experiences to help supplement children's geographical knowledge. Through walks around our local area and trips to Beeston Castle, children are able to contextualise their geography skills.


Teachers carry out assessments of the children as part of everyday teaching, and at the end of a unit of work to check learning. Both types of assessment help teachers to plan the next steps and they also help to monitor children’s progress and provide reports for parents and carers.

On entry to Reception, children take part in a national Baseline Assessment to assess skills in all areas. Reception staff record children’s progress using the Foundation Stage Profile. Teachers and Teaching Assistants observe and assess children whilst they are engaging in a variety of activities. The assessments cover all the areas taught in the Foundation Stage, including the child’s emotional and social adjustment to school. The staff use the information they gather to plan appropriate work for all the children in their care. A copy is given to the parents at the end of the school year, and termly updates are sent out.

Teacher Assessment takes place in all year groups throughout the year across the curriculum. Teacher assessments are guided by the subject specific end points presented on each year group's knowledge organiser - accessible to children, parents/carers and staff. Staff will use the results from our End of Unit assessments as well as the children’s final written answer to their Enquiry question.

Verbal and summary reports that detail current attainment, progress alongside attendance are given at parent consultation evenings which are held in Autumn and Spring Terms. Parents/Carers are also informed if their child is/is not identified as SEND at these consultations. An annual report is written by staff and shared with parents in the Summer Term. Detailing achievement and progress, a statement and target within the core subjects; alongside an indication of achievement and effort in the foundation subjects; and a final comment upon the whole child.

During lessons, teachers check that the children have learnt the necessary knowledge and have the skills required to complete the key learning tasks – this is demonstrated through discussion, hot marking and via short quizzes at the start or end of lessons. Teachers also use this assessment in a timely manner to identify common misconceptions and feedback which informs planning and adjustments to their teaching.

Subject leaders have a firm grasp of performance and delivery as a result of pupil voice, staff voice, work scrutiny and data scrutiny alongside lesson observation.


Through our teaching and learning of geography, pupils have a positive view of the subject and are able to enthusiastically communicate their knowledge of people, places and skills. Our children should have should have learned an extensive list of geographical vocabulary, developed their locational knowledge, identified physical and human features associated within areas that they have studied and be able to apply their geographical skills to a range of geographical enquiries by the time they leave Over Hall.

The Over Hall Community School Geography Policy can be found below and under the Policies tab on the school website.

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