Subject Leader: Miss Nisbet
1. Our Geography Curriculum
Our Geography curriculum helps children understand the world around them—starting with our own unique location in the Ironbridge Gorge and expanding to the wider world. We aim to develop curiosity about places, people, and environments, and to equip pupils with the skills to become responsible global citizens.
- In Key Stage 1, children explore their local area and learn about its features, comparing it with other places in the UK and overseas. They develop early map skills and begin to ask questions about where things are and why they happen.
- In Key Stage 2, pupils broaden their knowledge by studying the UK, Europe, and the wider world. They learn about rivers, mountains, climate zones, and settlements, and consider global issues such as sustainability and environmental change.
Fieldwork and practical activities are an important part of our approach. Our local heritage provides rich opportunities for learning—such as studying the River Severn and the impact of industry in Ironbridge. Through these experiences, children develop skills in observation, enquiry, and problem-solving, preparing them to be informed and responsible global citizens.
2. Subject Vision and Intent
At Coalbrookdale & Ironbridge CE Primary School, our Geography curriculum inspires pupils to explore the world around them and understand the relationship between people, places and environments. Rooted in the National Curriculum, our intent is to develop children’s curiosity about their local area and the wider world, equipping them with the knowledge and skills to become responsible global citizens.
In Key Stage 1, pupils begin by investigating their immediate surroundings, learning about the features of our school environment and the unique heritage of the Ironbridge Gorge. They compare local landscapes with contrasting places in the UK and overseas, developing early map skills and understanding basic geographical vocabulary. Through practical activities and fieldwork, children learn to ask questions about where things are and why they happen.
In Key Stage 2, pupils broaden their horizons by studying the UK, Europe and the wider world. They explore physical and human geography, including rivers, mountains, climate zones and settlements, while continuing to make links to our local context. The Ironbridge Gorge provides a rich resource for understanding land use, industry and environmental change over time. Pupils develop skills in reading maps, using digital tools and interpreting data, enabling them to understand global issues such as sustainability and climate change.
Our curriculum is enquiry-based, encouraging children to think critically, ask questions and make connections between local and global contexts. By the end of Year 6, pupils will have a secure understanding of geographical concepts and processes and the ability to apply this knowledge to real-world situations.
3. Implementation — How the Curriculum Is Delivered
At Coalbrookdale & Ironbridge CE Primary School, humanities are taught for one hour a week. Each year group follows a plan and will focus on an enquiry-based history topic for one half term and a geography topic for the next half term. We follow the national curriculum for Geography, adapted to suit our children. This means that where possible, topics are linked to our own rich heritage in the Ironbridge Gorge. Lessons are enquiry-based and include discussion, art, drama, reflection and written responses. Teachers adapt resources to meet the needs of all learners, ensuring that children with SEND are supported through scaffolded tasks, visual prompts and additional adult guidance. Whole-school collective worship assemblies are used to mark important events, trips and fieldwork and in-school workshops further enrich the curriculum and bring learning to life.
4. Inclusion and SEND
Geography is for everyone. Lessons are designed to be inclusive and accessible, promoting respect and understanding of different beliefs and cultures. Children with SEND access the same rich discussions and experiences as their peers, with adapted materials to match their learning needs. We ensure all pupils can express their ideas in different ways – through talk, creative responses or sensory activities. This inclusive approach allows every child to succeed and develop confidence in exploring our shared history.
5. Personal Development and Cultural Capital
Geography plays a vital role in children’s personal development by helping them make sense of their world and appreciate diversity. Pupils learn to be curious, open-minded and respectful of others, developing empathy and understanding of global issues. Our Christian values are woven throughout the curriculum, supporting pupils to become compassionate citizens who live out respect and responsibility. Opportunities such as local visits and fieldwork enrich pupils’ cultural capital and deepen their understanding of community and belonging.
6. Impact — Monitoring, Evidence and Outcomes
Monitoring includes lesson observations, pupil voice, book looks and planning reviews. Evidence shows that pupils enjoy History, engage in thoughtful discussions and demonstrate strong recall of key knowledge and ideas which track across the curriculum year by year. We aim to build on the children’s knowledge from EYFS – Year 6, so will always reflect back on what has been learnt previously before we start a new topic. Assessment at the end of each unit tracks pupils’ understanding of key knowledge and concepts. Progress is evident through written and verbal responses that show increasing depth of reflection and understanding. Next steps include developing greater opportunities for pupils to make cross-curricular links between Geography and the other foundation subjects.
7. Subject Leadership and Development
As Humanities subject lead, I work closely with staff to ensure high-quality teaching and consistency across the school. Through staff meetings and professional development, teachers have been provided with practical insights, activity ideas, and strategies to adapt lessons for pupils with SEND. Good practice is shared through collaborative discussions and planning reviews, aligning with the long-term history overview and whole-school priorities in the School Development Plan. This approach strengthens staff confidence, promotes inclusive teaching, and ensures that Geography continues to flourish as part of our collective improvement journey.