Humberstone Infant Academy


Geography Curriculum Statement

Curriculum Intent

At Humberstone Infant and Junior Academy our intention is to develop the school’s ethos of inspiring
and instilling a love of learning in all children. Our Geography curriculum is designed to engage and
activate children’s curiosity about the world in which we live and the people who inhabit it. This is
done by developing their subject knowledge and applying learning to real-life situations and contexts,
enabling the children to expand their cultural capital and understanding of how the world works.

We aim to explore and develop an understanding of the key human and physical processes involved
on a global basis, as well as exploring and celebrating the uniqueness, diversity and heritage of
Leicester and Leicestershire. Additionally, we will develop and equip the children with a range of
geographical fieldwork and investigative skills, so that the children can devise, research and answer
their own questions about different geographical aspects that interest them.


Our Geography curriculum focuses on progressive knowledge, skills and vocabulary across the school
and is primarily delivered through Project Based Learning. In addition to this, geography skills and
knowledge are explicitly taught and explored across the curriculum at Humberstone, for example
within Novel Study or in relation to specific world events. Children will undertake at least one
geography-focussed project per year, with a challenging and thought-provoking driving question at
the core of each project such as ‘Why buy local?’ and ‘What can we learn about our school’s
eco-system? Projects build well on prior learning and are developed and refined by teachers on a
yearly basis, ensuring that the geography learning remains focused, rigorous and authentic​ .

Learning of geography is supported through the use of prominently displayed classroom maps,
whereby children can locate, discuss and build on prior geographical knowledge. These classroom
maps provide a means for children to make connections within their expanding world. Additionally,
teachers utilise adult experts in the different fields of geography, as well as exploring the local
surroundings. This provides opportunities to apply the classroom-based learning to real life contexts
and the wider world, apply technical vocabulary, as well as regular opportunities to practise and
develop their geographical fieldwork skills.

Supported by the subject leader, teachers plan for cross-curricular opportunities to explicitly teach
and embed geographical knowledge within other subjects, to ensure that learning is regularly
reviewed and built upon. In particular, teachers are encouraged to discuss and explore geographical
elements within class stories and through Novel Study, using maps and globes to help bring these to


Geography Route Map

EYFSYear 1Year 2Year 3Year 4Year 5Year 6

Human & PhysicalGeography
GeographySkills & Fieldwork

Local study
Geography Skills & Field work

UK based study
Geography Skills & Field work

Earthquakeand volcanoes
Human & PhysicalGeography
Geography Skills &Fieldwork

Comparative Study with non- European country
Geography Skills &Fieldwork

Fair trade
Human & PhysicalGeography
GeographySkills & Fieldwork

Water cycle
Human and PhysicalGeography
GeographySkills &FieldWork
 LocalstudyUK based study    
 Human & Physical Geography
Human & Physical Geography
 Geography Skills & Field work
Geography Skills & Field work


The impact of our geography curriculum is measured by assessing children’s understanding through
rubrics within Project Based Learning and book scrutinies that focus on the pupil’s learning and the
quality of their subject knowledge. In addition to this, interviewing pupils about their understanding
(pupil voice), as well as using videos and images of children’s learning as other means of measuring
the impact.

By the time the children leave Humberstone Academy, they will:

● Be aware of their own place in the world.
● Have a deep understanding and appreciation of how the key human and physical processes
have shaped the world and the people that live in it.
● Be confidently able to define and explain a wide-range of geographical features and processes
using technical vocabulary.
● Deliver a well thought out and balanced opinion on a variety of environmental and global
issues, using their prior learning and learnt skills to come to their conclusions.
● Develop transferable skills that they can use in the wider-world.