Geography

Intent

At Godolphin, Geography is rooted in curiosity. Our curriculum is designed to spark children’s interest in the natural and human aspects of the world, encouraging them to ask thoughtful questions and seek meaningful answers. This curiosity drives independent thinking, problem-solving, and a desire to understand their place in a complex and ever-changing world.

Kindness is nurtured through Geography by fostering empathy and respect for people, cultures, and environments across the globe. As children explore the challenges and opportunities faced by communities around the world, they learn to value difference and develop compassion for others. We promote an inclusive, supportive learning environment where pupils are encouraged to take risks, learn from mistakes, and work collaboratively—reflecting our belief in kindness as a foundation for personal growth and global understanding.

Being connected is central to how Geography is taught at Godolphin. Children begin by exploring their local area, building a strong sense of place and belonging, before expanding their understanding to national and global contexts. Our carefully sequenced curriculum helps pupils make links between physical and human geography, past and present, and between themselves and the wider world. By the time they leave Godolphin, pupils are confident, informed, and connected—ready to engage with the world thoughtfully and responsibly.

Implementation

Using Kapow, Geography at Godolphin is taught in mixed ages through three blocks during the course of the year.  Each unit begins by revisiting prior learning and encouraging pupils to share their existing knowledge. Learning is designed to build progressively across year groups, deepening understanding and developing skills over time. Regular reviews of previous lessons and topics help support long-term retention.

Through topic-based learning and hands-on resources like maps, globes, and digital tools, pupils develop a deep understanding of diverse places, environments, and global systems. Pupils engage with a variety of geographical sources—including atlases, diagrams, and aerial photographs—and participate in fieldwork to collect, analyse, and present data, enhancing their understanding of geographical processes. Educational visits, local fieldwork, and visitors enrich the curriculum, while lessons are planned to ensure inclusive support and opportunities for greater depth.