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King's Court First School

Caring, Sharing and Learning Together

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Geography at King's Court First School


Our Vision

Geography lessons at King's Court will inspire a curiosity and fascination about the world and its people.  Our children will develop a love for Geography and the relevant skills to allow them to pursue their own interests in the subject, developing themselves as Geographers.



Our Geography Curriculum aims to ensure that: Learning is achieved through a change to long-term memory and that all of our pupils experience a wide breadth of study.  It is designed to give pupils a broad and balanced experience of Geography; allowing for opportunities in fieldwork, skill development and an application of understanding in a range of scenarios and environments. Our policy ensures that every child has fair access to the Geography Curriculum and is provided with a breadth of experiences that should promote a healthy, positive relationship with the subject.  By the end of the programme of study, pupils will be able to:

  • Have a good knowledge of location of significant places
  • Understand physical and human characteristics and their interdependence
  • Develop a wide geographical vocabulary.



In Key Stages One and Two, Geography is taught as a discrete subject every week every other term.  During these sessions, pupils are given the opportunity to explore a specific topic or theme.  It is an instrumental part of the school's curriculum which is structured based on the Chris Quigley essentials, which aims to challenge, engage and inspire our pupils: allowing them to recognise their potential as Geographers and the National Curriculum. Elements of Geography are delivered to children in the Early Years Foundation Stage, through the Foundation Stage Curriculum (Understanding the World), and are incorporated into the termly topics.


Geography Curriculum

At King's Court, we have designed our curriculum around specific 'Curriculum drivers' that reflect the locality, needs and interests of our pupils. These curriculum drivers are Community, Culture and the Arts. Along with History, Geography is presented to the pupils at King's Court as a larger 'theme', with History and Geography being taught in termly blocks within each long term.


Our curriculum follows a clear progression of knowledge and skills. In Early Years, pupils start by learning about their immediate locality. In Key Stage One, pupils think about their school, local places and focus particularly on the local community of Old Windsor. At these critical stages, sessions are taught practically where possible. This gives the children the time to develop the practical skills needed to become expert Geographers. It also gives these pupils the vital link between the practical experience, and the information that they learn alongside it. As pupils progress through the school into Key Stage Two, they begin to expand their understanding by thinking about areas outside of their local community: progressing on to countries and continents.  Learning about their immediate locality, however, still remains an important element.


The aspects of Geography that are taught cover:

  • Locational knowledge
  • Place knowledge
  • Human and Physical geography
  • Geographical skills and fieldwork

For more detailed information of these aspects please see the National Curriculum link below.



Assessments for Geography are made over a period of time and are based on the evidence of more than one activity. The children are also involved in self-evaluating their learning. 

  • All staff are involved in the assessment of children’s progress.
  • Children’s achievements are assessed through observation, discussion, written work.
  • Children complete a 'Cold Task' at the start of a unit and a 'Hot Task' at the end to demonstrate the learning that has taken place.
  • All staff use the National Curriculum age related expectations to support teacher assessment and annual report writing.
  • Children’s achievements are reported formally during the school year and informally at parent and teacher interviews.


A child's perspective:

'My teacher gives me next steps for learning and they actually help you.'

'I drew the route we walked on a map of Old Windsor.'

'I showed what natural and man-made meant by sorting out Australia landmarks.'

'We did a mind map about Australian landmarks, a picture and a map.'

'I liked learning about tsunamis and earthquakes.  It was so fun when there was a pretend earthquake in the classroom and we had to shelter under our tables.  The sound effects were amazing.'

'It's not my favourite topic but you make it fun!'

'It could be improved by letting us go to Australia when we learn about it!'