Geography

At our school, Geography inspires curiosity and deepens understanding of the world around us.

We follow the CUSP Geography curriculum, which is rooted in evidence-based practice and designed to build pupils’ geographical knowledge over time. Through carefully sequenced units, children explore physical and human geography, locational knowledge, and environmental issues. They learn to ask questions, interpret maps, and understand global connections. CUSP Geography promotes rich vocabulary and oracy, enabling pupils to articulate their thinking clearly. Our aim is to develop informed, responsible global citizens who can think critically about place, space, and the impact of human activity on the planet.

At St Martin's, Geography is more than a subject—it’s a gateway to exploring our planet, understanding environments, and appreciating global diversity.

At St Martin’s CofE our intent in delivering CUSP Geography is to provide a rich, coherent and ambitious curriculum that nurtures pupils’ curiosity about the world. We aim to:

  • Develop pupils’ understanding of key geographical concepts such as place, space, scale, and environment.

  • Build a strong foundation of locational and place knowledge, alongside map and fieldwork skills.

  • Encourage children to ask questions, think critically, and make connections across topics and disciplines.

  • Promote global awareness and responsibility through the study of diverse cultures, landscapes, and environmental issues.

CUSP Geography is designed to ensure every child leaves primary school with a deep and lasting understanding of the world around them.

CUSP Geography is implemented through a carefully structured curriculum that builds both substantive and disciplinary knowledge over time.

  • Substantive Knowledge: Pupils learn core geographical facts and concepts such as climate zones, biomes, rivers, settlements, and trade. This knowledge is revisited and layered across year groups to ensure depth and retention.

  • Disciplinary Knowledge: Pupils are taught how to think like geographers — asking questions, interpreting maps and data, conducting fieldwork, and evaluating sources. They learn to apply geographical enquiry methods and use evidence to draw conclusions.

Our approach includes:

  • Structured Units: Each year group follows a progressive series of units covering physical and human geography, global locations, and environmental themes.

  • Knowledge Organisers: These provide pupils with essential vocabulary, facts, and concepts to support retention and retrieval.

  • Retrieval Practice: Regular opportunities to revisit prior learning through quizzes, discussions, and questioning.

  • Explicit Vocabulary Instruction: Tiered vocabulary is taught systematically to enhance understanding, comprehension and communication.

  • High-Quality Resources: Lessons are enriched with maps, atlases, digital tools, and visual media to bring geography to life.

  • Teacher Development: Staff receive ongoing training to ensure confident and consistent delivery across all year groups.

The impact of CUSP Geography is evident in the depth of pupil understanding, engagement, and achievement. Through this curriculum, pupils:

  • Demonstrate secure knowledge of geographical concepts and vocabulary.

  • Make meaningful connections between places, environments, and cultures.

  • Show confidence in using maps, globes, and fieldwork techniques.

  • Engage in thoughtful discussions about global issues and sustainability.

  • Retain and apply knowledge across subjects and year groups, supporting long-term learning.

Regular monitoring, pupil voice, and assessment ensure that CUSP Geography continues to meet the needs of all learners and supports our vision of developing informed, responsible global citizens.

Big Ideas

CUSP Geography is built around powerful, recurring concepts that help pupils make sense of the world. These include place, space, scale, interdependence, physical and human processes, and sustainability.

Each unit explores these ideas through enquiry questions that encourage curiosity and critical thinking. Pupils learn to connect geographical knowledge with real-world issues, such as climate change, migration, and resource distribution.

These big ideas are revisited and deepened over time, helping children build a coherent understanding of geography. The curriculum promotes global awareness, environmental responsibility, and the ability to interpret and analyse the world through a geographical lens.

Content

The CUSP Geography curriculum covers a broad and ambitious range of topics across Key Stages 1 and 2.

Pupils study locational knowledge, physical and human geography, environmental issues, and geographical skills such as map reading and fieldwork. Units include learning about continents, oceans, weather patterns, settlements, land use, and global trade. Pupils explore both local and global contexts, developing an understanding of how geography affects people and places.

The curriculum also includes opportunities to study significant geographical features and events, such as rivers, mountains, and natural disasters. This rich content ensures pupils gain a well-rounded and meaningful understanding of geography.

Sequencing

CUSP Geography is carefully sequenced to build knowledge and skills over time.

Each unit connects to prior learning, allowing pupils to revisit and deepen key concepts.

The curriculum begins with foundational knowledge in Key Stage 1, such as understanding maps and local geography, and progresses to more complex ideas in Key Stage 2, including global interdependence and environmental change.

Lessons are structured to reduce cognitive load, with new content introduced in manageable steps and supported by retrieval practice. This cumulative approach ensures pupils retain and apply geographical knowledge confidently, developing a secure understanding of the world around them.

Oracy and Vocabulary

Oracy and vocabulary are central to CUSP Geography.

Each unit introduces and revisits Tier 2 and Tier 3 vocabulary, helping pupils articulate geographical ideas with clarity and precision. Pupils engage in structured talk, discussions, and presentations to explore concepts and share their thinking. Teachers model academic language and encourage pupils to use it in context, supporting both spoken and written communication.

Vocabulary is explicitly taught and embedded through repetition and application.

Oracy activities such as questioning, reasoning, and storytelling help pupils develop confidence in speaking and listening, while deepening their understanding of geographical content and concepts.

Assessment of Pupils

Assessment in CUSP Geography is designed to support learning and track progress.

Teachers use formative strategies such as questioning, retrieval practice, and low-stakes quizzes to assess understanding throughout each unit. Pupils complete tasks that demonstrate their ability to recall knowledge, apply vocabulary, and think geographically. Summative assessments include written responses, map work, and structured tasks linked to enquiry questions.

Knowledge organisers and pupil book studies help monitor retention and identify gaps.

Assessment informs teaching, provides feedback, and supports planning for future learning. This ensures all pupils make sustained progress and develop a secure grasp of geographical knowledge and skills.

Reasonable Adjustments for Pupils with SEND

CUSP Geography is designed to be inclusive and accessible for all learners, including pupils with SEND.

Lessons follow consistent routines and use visual aids, dual-coded resources, and scaffolded tasks to support understanding. Vocabulary is explicitly taught and revisited, helping pupils access complex ideas.

Teachers make reasonable adjustments such as simplified texts, additional modelling, and adapted questioning. Retrieval practice and repetition help reinforce learning.

Opportunities for oral responses and collaborative work support pupils with communication needs.

Assessment is used to identify barriers and tailor support. This ensures all children can engage meaningfully with geography and make progress at their own level.

Empathy
One child, one teacher, one pen, and one book can change the world.
Malala Yousafzai