Geography is taught through a coherently sequenced curriculum in which new knowledge builds deliberately upon pupils' prior learning. Units are normally taught in the planned sequence so that substantive and disciplinary concepts develop progressively across year groups. Where changes to sequencing are considered, these are carefully evaluated to ensure that pupils' geographical understanding and progression are not adversely affected.

Teaching follows Ascot Road's whole-school pedagogical framework of Revisit and Review, Teach, Practice and Apply, with checking for understanding embedded throughout. Teachers begin by activating and retrieving relevant prior knowledge before explicitly introducing new geographical concepts, vocabulary and information. Pupils then have opportunities to practise and apply their learning through geographical enquiry, discussion, written work, mapping, data interpretation and fieldwork.

Units comprise a sequence of carefully planned lessons. Teachers use their professional knowledge of their pupils to determine the most appropriate lesson length and pacing. This flexibility allows teaching to respond to pupils' understanding while maintaining the coherence of each sequence. Lessons are delivered regularly enough to enable pupils to retrieve prior learning and develop secure, connected knowledge over time.

Geographical vocabulary is taught explicitly and revisited frequently. Teachers model the accurate use of subject-specific language and provide pupils with opportunities to use this vocabulary when describing, comparing, explaining and analysing geographical features and processes.

Maps, atlases, globes, digital mapping, photographs, diagrams, data and other geographical sources are used purposefully so that pupils learn both geographical content and how geographers gather and interpret evidence. Fieldwork provides pupils with opportunities to apply their learning practically, investigate their own environment and develop an increasingly sophisticated understanding of place.

In the Early Years, the foundations of Geography are established predominantly through Understanding the World. Children explore people, places and environments through first-hand experiences, stories, non-fiction texts, observation and purposeful play. They develop early locational and directional language, notice similarities and differences between environments, observe weather and seasonal change and begin to represent familiar spaces.

Adult-led learning in Reception explicitly introduces appropriate geographical language, maps, globes and concepts, while carefully planned continuous provision allows children to explore and apply this knowledge independently. Communication and Language supports pupils in describing what they observe, while Physical Development and outdoor learning provide opportunities to navigate spaces, explore different environments and develop early fieldwork skills. These experiences establish the knowledge and vocabulary pupils need for successful transition into Key Stage 1 Geography.

Subject leadership supports high-quality implementation through curriculum monitoring, professional dialogue, work scrutiny, pupil voice and opportunities for staff development. These processes ensure that the intended curriculum is being taught consistently and that pupils develop secure geographical knowledge over time.

The impact of our Geography curriculum is seen in pupils who develop a secure, coherent and increasingly sophisticated understanding of the world. They build strong locational knowledge and understand significant physical and human processes, enabling them to make meaningful connections between places, environments, people and global issues.

Pupils use geographical vocabulary accurately and confidently to describe, compare, explain and analyse geographical features and processes. They become increasingly proficient in interpreting maps, photographs, diagrams, data and other sources of geographical information and use evidence to answer questions and draw informed conclusions.

As pupils progress through Ascot Road, they develop the ability to think increasingly critically about geographical issues. They recognise that geographical processes are interconnected and understand how human activity can affect environments and communities locally, nationally and globally.

By the end of Key Stage 2, pupils are well prepared for the next stage of their geographical education. They can recall and connect significant knowledge from across the curriculum, undertake geographical enquiry with increasing independence and engage thoughtfully with contemporary issues including climate change, migration, sustainability and the use of natural resources.

The wider impact of Geography is reflected in pupils' developing sense of belonging and responsibility. Pupils understand that they are part of a local and global community and recognise that their decisions and actions can affect other people and the natural world. They demonstrate Respect for different places and cultures, consider questions of Fairness, take Responsibility for environmental choices and engage with evidence with Honesty and integrity.

Curriculum impact is evaluated through a range of evidence, including pupils' work, pupil discussions, retrieval of prior learning, assessment activities and pupils' ability to apply geographical knowledge and disciplinary skills independently. Learning walks and subject monitoring are also used to evaluate whether pupils know more, remember more and can do more as they progress through the school.

At Ascot Road Primary School, Geography is inclusive by design. We maintain high expectations for pupils with special educational needs and/or disabilities and seek to remove barriers so that every child can participate meaningfully in the full Geography curriculum and develop a sense of belonging within the subject.

Teachers identify the essential knowledge, vocabulary and concepts pupils need to understand and use appropriate adaptations to make these accessible without unnecessarily reducing curriculum ambition. Adaptations are responsive to individual need and may include visual supports such as maps, diagrams, photographs, symbols and models; explicit modelling; chunking complex processes into manageable steps; scaffolded recording; repeated retrieval; and carefully structured questioning and discussion.

Key geographical vocabulary may be pre-taught and revisited regularly. Pupils are given multiple opportunities to hear, say, read and apply important terminology, supporting both subject understanding and communication. Where appropriate, additional processing time, alternative methods of recording and carefully deployed adult support enable pupils to demonstrate their geographical understanding successfully.

Practical experiences, fieldwork and the use of concrete and visual resources provide valuable alternative ways for pupils to encounter and understand geographical concepts. Teachers carefully consider accessibility when organising fieldwork and geographical experiences so that pupils with SEND are able to participate as fully and independently as possible.

Assessment is used formatively to identify misconceptions and barriers to learning. Teachers respond through timely adaptation, additional modelling or further opportunities for practice rather than assuming that difficulty indicates a lack of geographical capability.

Pupils who demonstrate secure understanding are also given opportunities to think more deeply by making increasingly complex connections, interpreting unfamiliar information and evaluating geographical issues rather than simply accelerating through curriculum content. Through this approach, Fairness means ensuring that pupils receive the support and challenge they need to experience success within an ambitious shared curriculum.

Geography provides rich opportunities for pupils to explore the diversity of people, places, cultures and environments and is central to developing pupils' understanding of belonging within an interconnected world.

Through the study of their own locality alongside contrasting regions of the United Kingdom and the wider world, pupils encounter communities with different geographical, cultural, social and economic characteristics. Studies of locations such as Mombasa in Kenya, Europe, South America and Antarctica broaden pupils' knowledge beyond their immediate experience and help them understand both difference and commonality between communities.

Teaching avoids presenting places or communities through stereotypes or a single narrative. Pupils are encouraged to consider places as dynamic and complex and to recognise that people's experiences within the same country, region or community may vary. Carefully selected images, texts, maps, case studies and examples provide authentic and respectful representations of the places and people studied.

Through exploring human and physical geography, pupils consider how climate, natural resources, settlement, population and economic activity shape people's lives. They develop Respect and Kindness by listening to and considering perspectives beyond their own and learn that geographical circumstances can create both opportunities and inequalities.

Topics including migration, globalisation, fair trade, climate change and sustainability provide meaningful opportunities to explore Fairness and Responsibility. Pupils consider how decisions made in one part of the world can have consequences elsewhere and examine the responsibilities individuals, communities, governments and organisations have towards people and the environment.

Pupils are taught to approach complex geographical issues with Honesty, using evidence rather than assumption and recognising that some issues involve different perspectives and competing priorities. Through informed discussion and enquiry, they learn to communicate their views respectfully while remaining open to the perspectives and experiences of others.

Ultimately, Geography enables pupils to recognise that diversity enriches our world. It strengthens their connection to their own community while widening their horizons, helping them to become informed, respectful and responsible global citizens who understand that they belong within, and have a role to play in, the wider world.