We are resilient learners 👩🏽‍🎓


Camp fire songs to end our amazing trip and our last day in year 6! 🎉


The dorm award goes to…! Well done all!


And the farmers of the week are…. !!! Well done team!


Our talent show by the sea is underway!


Our beach trip was a success! Thank you farms for city children!!


We are so proud of all the children in EYFS 😊 Happy graduation and we cannot wait to see you in Year 1!


What a wonderful playground! Football pitch with a view!


Coastal Walks in Wales! What can you see, hear and smell?


Thank you for a brilliant afternoon browsing and choosing amazing books to celebrate a year of great reading!


Dinner is served!


Planting potatoes! 🥔


Year 5 trip to Burgess Park


Brightening up a cloudy day in Wales with some fresh flower arranging


Farming before lunch!


Already a busy morning here 🍳


Taking the donkeys for a walk


Chopping wood and mucking out the chickens


Feeding the animals, weeding and watering the sweetcorn and cutting and arranging flowers!


An early morning walk with the sheep before breakfast

Harris Academies
All Academies in our Federation aim to transform the lives of the students they serve by bringing about rapid improvement in examination results, personal development and aspiration.

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HFSP Geography Curriculum Intent Statement

“Geography is the subject which holds the key to our future.”

Michael Palin, former President of the Royal Geographical Society.

Vision and Curriculum Principles

The purpose of this document is to clarify how, why, and what we teach in Geography at Harris Primary Academy Peckham Park. This document is to be used by staff to clarify expectations, highlight the resources that we have at our disposal, and to ensure that a high-quality Geography curriculum is being taught to all.

The KS1 and KS2 primary Geography curriculum at Harris Primary Academy Peckham Park has been designed to offer the full rigour and challenge of the primary Geography national curriculum while still being relevant and accessible for the demographic of students in our school. Our curriculum development is guided by the following core principles:

  • accessible to all
  • promotes oracy
  • knowledge-led
  • develops habits of the mind
  • inspires ambition

We believe that Geography learning should prepare pupils for future learning; help them understand the world around them and allow them to succeed in all areas of life. To achieve this, we have created a curriculum that offers our pupils the opportunity to gain a depth and breadth of geographical knowledge. Our students will also develop a range of geographical skills which enable them to ‘work like a geographer. We believe the teaching of Geography should encourage children to think critically, weigh evidence, sift arguments and interpretations, and express their own perspective and judgement. 


Our Geography curriculum aims to allow our pupils to:

  • Develop a holistic understanding of the Big Ideas in Geography, through acquiring a detailed knowledge about the world’s regions, and the physical and human processes that shape them:
  1. Location: where a point is on the Earth’s surface
  2. Place: distinctive characteristics that give a place meaning and character and distinguish it from other places.
  3. Physical Geography: natural features, processes and their impact on the environment in different places and over time.
  4. Human Geography: constructed features, human processes and their impact on the environment in different places and over time
  5. Interdependence: human-environment relationships: how they develop, how they change and their consequences


  • Develop an understanding of fundamental geographical concepts e.g. place, scale, space, sustainability, climate and development and broaden pupils understanding of geography in the real world.


  • Develop Geographical thinking and discussion: the ability to make links between information using geographical comparisons e.g. local and global; past, present and future; human and physical and use key vocabulary to explain their thinking.
  • Develop Geographical Skills to analyse geographical data, to use and interpret a range of


  • Geographical sources and to collect and communicate geographical data and information.

The teaching rota below identifies what is taught and when it is taught. It also shows how our Harris Curriculum is following, meeting, and exceeding the National Curriculum objectives and expectations. Our curriculum is designed with the intent to get children ready for KS3.

Geography timetable


Whilst we refer to the separate aims of the curriculum, our curriculum and lessons are planned to carefully blend and achieve all together in teaching.

Typical Lesson:

Each lesson will show a single or double page of work. Every lesson begins with a starter sticker which recaps learning from previous units and learning from the previous lessons. Then pupils will record their learning through diagrams, tables, charts, photos of practical work or short written pieces. At the end of the lesson, pupils are given the opportunity to show their understanding by raising their own questions (recorded in their books alongside a question sticker). Teachers mark within the lesson to inform AfL and to provide immediate feedback for pupils.


  • Develop holistic understanding of the Big Ideas.

Our curriculum is sequenced to allow for progression from one year to the next, building on pupils’ learning from the previous year. Our curriculum documents and resources map out and secure this progression by highlighting the core knowledge that needs to be taught in each lesson, for each year group. Our Unit knowledge organisers and Unit Overview plans are examples of these resources. The curriculum includes units of systematic geography (such as

the Year 1 unit ‘What is climate? and the Year 4 unit ‘How does water affect our lives?’) and regional geography (such as the Year 2 unit ‘What is Kenya like?’ and the Year 5 unit ‘What makes Brazil distinctive?’). The regions have been carefully selected to broaden and deepen pupils’ understanding of the world and its diversity and cover a range of scales from the locality of the school, to regional, national and global. We ensure that pupils develop locational

knowledge of continents, oceans, countries, and other human and physical features, to be able to place any new information in a wider context.

  • Develop an understanding of fundamental geographical concepts.

The coverage of fundamental geographical concepts has been mapped across curriculum, to ensure that pupils have repeated exposure to these complex ideas in different contexts. It ensures that there is progression and skills are continuously built on year on year to deepen pupils’ knowledge and understanding. Each lesson introduces or builds upon a key geographical idea, theory or concept through hooks that create curiosity. Throughout the unit and within lessons children will engage in purposeful activities that provide children with an epistemic curiosity with the aim to foster a love of learning.

  • Develop Geographical thinking & discussion

Geography units and individual lessons will be guided by an enquiry question. The enquiry question for the lesson reflects the fact that Geography is an enquiry-based discipline; it focuses the approach with which we study a region or process. The enquiry question for the unit weaves the sequence of lessons together, requiring pupils to draw upon, and utilise knowledge from a range of lessons to answer an overall question. Pupils are expected to communicate using geographical vocabulary which is taught explicitly and revisited across the curriculum.  opportunities to develop oracy skills, through the teaching of key vocabulary and structured talk activities, will support pupils to communicate their understanding of concepts, express opinion and promote discussion. Each lesson provides opportunities to make sense of new information and relate it to what they already know through retrieval practice at the start and end of each lesson, high quality discussions and debate and extended writing opportunities.

  • Develop geographical skills

Geography lessons introduce geographical data, including maps, statistics, diagrams, case studies, graphs, text or images for students to interpret and assimilate. Pupils use, sort, rank and reconstruct this data to draw conclusions. The skills required to interpret and communicate through different sources are taught explicitly and embedded throughout the curriculum in a contextualised way. Fieldwork is an integral element of the geography programme and regular opportunities for fieldwork enquiry and learning outside the classroom have been built into the curriculum from Year 1 to Year 6.


The Geography curriculum will make a profound and positive impact on the outcomes of every child. The spiral structure enables us to return to core knowledge and skills throughout the course, embedding key practises and understanding.

Core knowledge of each unit is supported by a Knowledge Organiser which details the key learning points and vocabulary. This is adapted to suit the needs of SEN/D and EAL learners so that our curriculum is accessible to all.

We endeavour to create strong and appropriate links with other subjects to enhance the curriculum and learning experience, predominantly but not exclusively with maths, literacy including Reading, Art, PSHE, and PE.


  • The impact of the Geography curriculum will be assessed through both formative and summative assessment.
  • Lesson resources include frequent formative assessment that is embedded at the beginning (starter stickers), throughout (quizzes, teacher questioning and low-stakes-tests) and at the end of each lesson (true or false review quiz) to help children remember information.
  • Students also complete a summative assessment at the end of each unit. This consists of a multiple-choice quiz to check the retention of core knowledge.
  • This is followed by an ‘Assessment Challenge Task’ which allows students to demonstrate more in-depth learning of a wider variety of geographical knowledge. Tasks may include a continuous piece of written work summarising the knowledge they gained throughout the unit; or a parent presentation.
  • Pupil voice and book looks are important assessment tools. Teachers triangulate with the end of topic assessments and AFL opportunities to identify if children are working at the expected level for their age.