I’m Mr Callard, the Geography Lead here at St Andrew's, and one of my favourite things about teaching geography is developing children’s spatial awareness and helping them understand the world we are privileged to live in. I believe that by exploring the world around us, children can gain a deeper appreciation for different places, cultures, and environments. My favourite geographical feature is an isthmus – not only because of the intriguing name, but also because it feels like a liminal space, connecting two lands while also being a unique and distinctive feature in itself. Through our geography curriculum, I aim to inspire curiosity and a sense of wonder about the world and the many fascinating landscapes it holds.

Our geography curriculum embodies the principles that everyone is different, everyone is special, and everyone is our neighbour. Pupils study the diversity of people, places, and environments, developing a deep respect for the varied ways people live and interact with the world. By encouraging curiosity and exploration, we nurture each child’s unique sense of place and responsibility. Through learning about sustainability, global challenges, and interdependence, pupils are empowered to care for others and the planet, promoting justice and stewardship in their communities and beyond.

Our geography curriculum is designed to develop children’s curiosity about the world around them. We use Super Schemes from the Geographical Association to ensure clear progression in knowledge and skills across the school. Fieldwork is a key part of our approach, allowing children to apply their learning in real-world contexts and develop essential geographical enquiry skills. We also place a strong emphasis on environmental issues, helping pupils to understand their role in caring for the planet and making informed decisions about sustainability.

Assessment in geography is an ongoing process that ensures all pupils develop a deep understanding of the subject. Teachers assess children in every geography lesson, observing their engagement and identifying any gaps in knowledge to adapt teaching accordingly. This formative approach allows us to consolidate learning and provide targeted support where needed. At the end of each unit, a summative teacher assessment is recorded, based on each child's progress throughout the unit, enabling the subject leader to track the progress of cohorts over time and ensure continuity and progression across the school.