The aims of Geography within the primary curriculum for De Havilland are to inspire pupils’ curiosity about the world around them and to develop their understanding of how people, places, and environments are interconnected. The curriculum aims to equip pupils with the skills to ask thoughtful questions, think critically, and interpret geographical information. It encourages pupils to build a coherent knowledge of their local area, the United Kingdom, and the wider world. Through engaging and purposeful learning experiences, it fosters a sense of place, global awareness, and an appreciation of the physical and human features that shape our planet over time.

 

Substantive and disciplinary knowledge

Within the Geography curriculum, disciplinary knowledge refers to understanding how geographical knowledge is developed—such as interpreting maps, analysing data, using fieldwork skills, and understanding key geographical concepts like place, space, scale, and interdependence. In contrast, substantive knowledge includes the specific content pupils learn about—for example, continents and oceans, weather patterns, or settlements and land use. While substantive knowledge provides the factual and conceptual foundation, disciplinary knowledge equips pupils with the tools to think geographically, enabling them to investigate, question, and make sense of the world around them. Both are essential and interdependent in developing a well-rounded geographical understanding.

 

Disciplinary knowledge

We focus on disciplinary knowledge and disciplinary concepts in Geography to help pupils understand how geographical knowledge is developed and applied. By engaging with concepts such as place, space, scale, and interdependence, pupils learn to ‘think like a geographer’—asking meaningful questions, interpreting maps and data, recognising patterns, and considering different perspectives on people and environments. This develops critical thinking and ensures they see Geography not just as a collection of facts, but as a way of exploring and understanding the complex and changing world around them.

 

The disciplinary concepts (DC) that we focus on across Key Stage 1 and Key Stage 2 are:

 

DC1:  Questioning	DC2:  Finding things out	DC3:  Applying
Understanding how geographers think about the world	Understanding how geographers discover information through collection, interpretation and analysis	Understanding how geographical knowledge is used to explain and address current-world issues

Each unit of Geography that pupils study across Key Stage One and Key Stage Two has one main disciplinary concept that underpins the sequence and learning of that unit.  Additionally, each unit has other additional disciplinary concepts which are covered in some way throughout the unit, although are not the specific focus for assessment.  The table below provides an overview of how each of the units has a main disciplinary concept (marked with *) and the additional concepts also covered in part.  Overall, the table summarises the continual revisiting of the key concepts both vertically and horizontally across and within year groups, as well as concepts in their own right. As a result, pupils are able to make links between units and learning overtime of these key disciplinary concepts as they learn to ‘think like a geographer’. 

 

Substantive knowledge

We focus on substantive knowledge and key geographical concepts in Geography to give pupils a solid foundation in understanding places, environments, and the relationships between people and the planet. This knowledge helps them build a clear and connected view of the world, while disciplinary concepts such as place, scale, and human–environment interaction support deeper thinking and understanding. Together, they enable pupils to make meaningful connections, ask informed geographical questions, and develop a strong sense of spatial awareness and global responsibility.

There are four overarching substantive concepts (SC) that we want our pupils to gain understanding of by the end of Key Stage 2. They learn these substantive concepts through repeated encounters, with meaningful examples that develop in depth and complexity as the years progress.  These overarching substantive concepts are: Locational knowledge, place knowledge, environmental, physical and human geography and geographical skills and fieldwork.