Geography Statement of Intent

We aim to equip pupils with knowledge, skills and understanding as set out in the NC Geography POS. Children will know more and remember more. We use progression grids to ensure that prior knowledge, skills and vocabulary are built upon in subsequent year groups. Teachers then use these progression grids in order to map this into a long term plan for their year group in the specific subject area. Once this is done, teachers then plan at a more detailed level the sequencing of content to be taught across each unit.


We ensure that teachers of Geography have excellent subject knowledge, and leadership supports that acquisition of this for NQT and non-specialist teachers. Subject matter is presented clearly, teachers carefully check learning and identify misconceptions, providing direct feedback. Teaching is designed to ensure children know more and remember more.

National Curriculum statutory requirements are planned and delivered using strategies based on Rosenshine’s principles in action. This includes:

  • Knowledge organisers
  • Curriculum walls
  • Vocabulary
  • Carefully chosen resources
  • Daily/weekly reviews

Children will know more, remember more and understand more about Geography. This is evidenced through regular pupil voice, monitoring and looking at outcomes which are measured against our age-based progression grids. Children are to retain prior-learning and explicitly make connections between what they have previously learned and what they are currently learning.

The impact and measure of this is to ensure that children at South Hiendley are equipped with skills and knowledge that will enable them to be ready for the curriculum at Key Stage 3 and for life as an adult in the wider world.