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Chater Junior School



At Chater Junior School we aim to inspire all pupils with a curiosity and fascination about the world and its people that will remain with the for the rest of their lives. As the world continues to change we want our pupils to have an understanding of their place within it, their locality and how it fits with Greater Britain, continent of Europe and the wider world. Throughout the curriculum we seek to help develop children’s use of geographical skills by using paper and digital resources.

Geography Curriculum Map


At Chater JM School, we ensure that our geography planning follows a clear progression of skills and ensures that there is full coverage of, ‘The National Curriculum programmes of study for Geography 2014’. The curriculum is adapted and extended to match all pupils’ needs and builds upon their prior knowledge and skills. Where possible, Geography is linked to other subjects to support children in developing links between subject areas. Geography is taught as discrete units and lessons where needed to ensure coverage.

 Before teaching each unit teachers will:

  • - Create a Big Question, which the pupils will answer at the end of the unit.
  • - Assess children’s prior knowledge and skills and use this to ensure their planning builds upon this.
  • - Plan opportunities to develop geographical skills by interpreting a range of sources.

 During each unit teachers will:

  • - Ensure each lesson has a key question that children will be able to answer through their work and will help them answer the Big Question.
  • - At the beginning of each new geography topic, teachers refer to previous learning and link with other subjects wherever possible
  • - Pupils will be given the opportunity draw comparisons and make connections about the world around them, for example how weather patterns affect human beings.
  • - Within each unit teacher introduce key people of interest who have had an impact in that area of Geography.
  • - Children are provided with knowledge organisers which provide the background knowledge for that unit of work.
  • - Develop the pupil’s use of geographical language highlighting new vocabulary to pupils and displaying it in the classroom for them to use in future lessons.
  • - Provide pupils’ with opportunities to make links and use knowledge from other subjects, in particular extended writing opportunities, computing and Mathematics.
  • - Provide pupils’ with opportunities develop their skills through interpreting a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).
  • - Key knowledge is reviewed by the children and rigorously checked and consolidated by the teacher.

 At the end of each unit pupils will:

  • - Answer the Big Question in a piece of work or writing. This could include but is not limited to presenting the information in non-chronological report, poster or newspaper report.
  • - Self-assess their understanding of the unit and reflect on the geographical skills they have used.

 After each unit teachers will:

  • - Asses pupils’ understanding and knowledge of the unit


What will this look like?

Through pupil voice we will see:

  • - Pupils’ understanding of a variety of locations, landmarks, and key geographical features from around the world.
  • - Pupils use a wide variety of geographical vocabulary.
  • - Pupils have a passion for and commitment to Geography, and a real sense of curiosity to find out about the world and the people who live there.

Through learning walks we will see:

  • - Pupils engage enthusiastically recognising the impact of geography on the world both currently and historically and what may happen in the future.
  • - Pupils asking a range of questions about the wider world.
  • - Pupils demonstrating their love of Geography through their high levels of engagement.
  • - Pupils discussing their learning and explain how it links to previous lessons.
  • - A clear sequence of lessons that allow pupils to acquire knowledge and use this to answer their big questions.

In the pupil’s learning we will see:

  • - Teachers enabling pupils to use their geographical knowledge and help them to understand how it impacts our lives.
  • - Pupils using geographical vocabulary to describe, analyse, compare and evaluate.
  • - Pupils using knowledge and skills from other subjects to support their learning.
  • - Take pride in their learning and present work of a high standard.
  • - Differentiated activities that allow all pupils to make progress.
  • - A clear sequence of lessons that are linked to the big question.
  • - A piece of work that answers the big question and demonstrates pupil’s understanding of the unit.