Approaches to Geography

Geography Intent, Implementation & Impact Statement


At Crofton Junior School we feel it is important to provide children with an education that nurtures, encourages and inspires children with a curiosity and fascination about the world and its people. We strive to equip the pupils with a knowledge and understanding of the world, countries with in it, the locality in which they live and the constantly changing environment. Throughout school, children will learn about diverse places, people, resources and natural and human environments as well as developing map skills. We strive to ensure that the teaching of Geography has an inquiry-based approach where children learn core skills and apply their learning through geographical investigations, whilst applying and extending cross-curricular skills. We aim to inspire our children with a sense of environmental responsibility and encourage them to understand environmental issues at all levels so that they are equipped to make responsible choices for the future.



Geography is taught in blocks throughout the year, so that children can achieve depth in their learning. Themes are linked whenever possible to our text driver in order to provide meaningful links in learning across the curriculum.

Teachers have identified the key knowledge and skills of each blocked theme relating to the Chris Quigley milestone statements; these are mapped across the school, ensuring that knowledge builds progressively and that children develop skills systematically so that they learn more, know more & remember more.

Tasks are selected and designed to provide appropriate challenge to all learners, in line with the school’s commitment to inclusion. At the end of each topic, key knowledge is reviewed by the children and rigorously checked by the teacher and consolidated as necessary.

The local area is fully utilised with opportunities for learning outside the classroom embedded in practice through the use of well-planned enrichment activities.



Outcomes in topic and English books, evidence a broad and balanced Geography curriculum and demonstrate children’s acquisition of identified key knowledge and vocabulary relating to each of the identified milestone statements and national curriculum strands.

As children progress throughout the school, they develop a deep knowledge and geographical understanding, as well as spiritual, moral, social and cultural development. This ensures that they are well prepared for the next steps of their education.

The impact of the curriculum is monitored through a combination of discussions with pupils and staff, scrutiny of workbooks and lesson observations in order to provide a comprehensive understanding of the quality of the curriculum and highlight areas for further development.

In order to ensure that we demonstrate a consistent understanding of what age-related expectations looks like in Years 3, 4 and 5 as we build up to the end of Key Stage 2 at Year 6, we have highlighted examples of pupils' work focusing on key aspects of physical and human geography.