This thesis is concerned with the ways in which curriculum continuity and progression of children’s learning occurs in the geography curriculum both within and between Key Stages 2 and 3. It explores the current attempts to achieve continuity and progression within and between these two Key Stages as well as the extent of cross-phase liaison in four Local Education Authorities (LEAs) in the Midlands. To set curriculum continuity and progression in context, a consideration of the geography being taught and delivered in primary and secondary schools is undertaken and the impact of pressures upon the Geography National Curriculum at Key Stages 2 and 3 are investigated. To understand the present nature and status of geography in primary and secondary schools, the place of geography as a school subject both prior to and following the introduction of the Geography National Curriculum is examined. In addition, the degree of continuity and progression that has existed during these periods is evaluated, together with previous attempts at cross-phase liaison in geography. The thesis concludes with an analysis of the ways in which continuity, progression and cross-phase liaison within and between Key Stages 2 and 3 might be enhanced in the future.