Curriculum Intent

Ponteland Primary School aims to develop citizens of global change through equipping them with knowledge and understanding of the world to help them to be informed members of society with a strong sense of social responsibility and justice.  We aim to instil a love for enquiry and agency in our children, motivating them to take an active part in contributing to and growing up to be conscious and connected global citizens.

The Geography Curriculum is designed to spark in children an interest in the natural world and develop a rich understanding of the interlinked relationship between human and physical geography and how this has shaped the world they live in. 

“It seems to me that the natural world is the greatest source of excitement; the greatest source of visual beauty; the greatest source of intellectual interest. It is the greatest source of so much in life that makes life worth living.”

Sir David Attenborough

Children are taught to think like geographers and are provided with opportunities to engage in progressive field work experiences.  Children will develop their locational knowledge at a local, national and global level. Our curriculum will give children a deep understanding of their own place in the world and instil a curiosity for diversity of place and culture.


  • The curriculum is delivered through five key themes: locational knowledge, place knowledge, human geography, physical geography and skills and fieldwork
  • Our curriculum is underpinned by the Oxfam Education for Global Citizenship with seven global learning themes developing knowledge and understanding, skills and values and attitudes.
  • Our school values serve to add integrity to attitudes and responses to the subject and to improve the learning environment.
  • Children’s geographical learning starts with the familiar and slowly builds outwards as they progress through school.
  • From Early Years through to Year Six children will be taught to have an understanding of the ways in which places are interdependent and interconnected and how human and physical environments are interrelated.
  • Fieldwork skills develop through each year group starting from Early Years where children use the small world area to recreate their immediate environment and special places, through to Key Stage 1 and Key Stage 2 where they develop their understanding of using directional language, reading and creating maps, using a compass, identifying landmarks using grid references and using a range of digital mapping tools.
  • Children are exposed to an extensive range of vocabulary which builds year on year.
  • At the start of each unit children will review previous learning and will have the opportunity to share what they already know about a current topic. In order to support children in their ability to know more and remember more, there are regular opportunities to review the learning that has taken place in previous units as well as previous lessons.

Please click here to view the Geography Long Term Plan

 Geography Short Term Plan






Awareness of their immediate environment

Stories from around the world

Awareness of their school environment

Stories from around the world

Different places in the world (discussing holidays)

Stories from around the world


What is in my school environment?

The polar bears home

My journey to school

Year 1

What is the geography of where I live like?

British Isles Focus

Why does it matter where my food comes from?

Map focus

Continents and Oceans

Year 2

How has London changed since 1666?

Why does Australia have a different climate to the UK?

Changes to maps over time (then and now)

What is in my local area?

Year 3

What are the main countries of Europe?

Why are jungles so wet?

What is the impact of the environment on human activity?

Year 4

What is the relationship between Anglo-Saxon settlement and land use, then and now?

Why/ How is Ponteland changing?

How do extreme events impact the environment?

Why is fairtrade fair?

Year 5

Why do so many people live in megacities?

Why did the Maya leave their jungle cities?

How are The Americas and the UK similar/ different?

Year 6

United Kingdom

Our impact on the ocean

How does the River  Tyne change from source to sea?